Rhetorical hermeneutics is the study of how texts are interpreted. Mailloux: a Defense Department official misinterprets a 1958 space act. He says a hermeneutical hermeneutic can be used to sway public opinion.
Rhetorical hermeneutics is the study of how texts are interpreted. Mailloux: a Defense Department official misinterprets a 1958 space act. He says a hermeneutical hermeneutic can be used to sway public opinion.
Rhetorical hermeneutics is the study of how texts are interpreted. Mailloux: a Defense Department official misinterprets a 1958 space act. He says a hermeneutical hermeneutic can be used to sway public opinion.
Siudy of Amerleon Fiel/on RHETORICAL POWER Steven Mailloux Cornell University Press IthacB Bnd London ,'. I . 1 I' I " 1 'I' , I I , I , , I ,! I .( 1 ! ! PART ONE Rhetoric and Interpretation 1 Rhetorical Hermeneutics The Space ,\ct of 1958 begins, "The Congress hereby declares that it is the policy of the United States that activities In space should be devoted to peaceful purposes for the baneRt of all mankind." In MArch 1982, a Defense Department official commented on a phrase used in this statute: "We interpret tho right to use space for peaceful purposes to include military uses of space to promote peace In the world.'" The absurdity of this willful misinterpretation amazed me on first reading, and months later it readily came to mind when I was looking for an effective way to illustrate the politics of interpretation. With just the right touch of moral indignation, I offered my literary criti- cism class this example of militaristic ideology blatantly mis- reading an antimilitaristic text. "But .. . the. Defense Departmenl Is righ"" objected Ihe first sludenl to speak. Somewhat amused, I .pent Ihe nexllen min- utes Irying, wilh decreasing amusement, to show Ihis student thai the Reagan adminislralion's reading was clearly, obviously, painfully wrong. I pointed to the words of the statule. I cited the traditional inlerprelation. I noted the class consensus, which supported me. All to no avail. " was at this point thai I fell the "Iheoretical urge": Ihe overwhelming desire for a hermeneutic '''NAtionAl I\cronol1lir.s and Space Aci of 1958," United Sln'p..,. of fWo",hinr;tlon, D.C.. 19591. vol . 72. pI. 1. p. 426: Rober. Cooper. director of the Or.fr."",c ""vitncerl Rr.SCAtch Projeds ARp.ncy, quoted in FrRnk Greve. " Pen- taRO" Rn"earr.h Relains Vision of ' Wlnnlng' N-wor, " Miami IIcrold. 27 March 1983, sec. D. p. 4. 4 Rhelorlc and Inlerprelalion account to which I could appeal to prove my student wrong. What I wanted was a general theory 01 inlerprelatlon Ihal could supply rules oUllawing my sludent'. misreading. This little hermeneutic fable Inlroduce. Ihe three 10 pies of Pari One. One loplc i. Ihe theomlicol Ihnl r.oncludos the narrative; another Is Ihe simple plot, a brief rhelorical ex- change; and finally there's the Inslllulional selling (a university classroom) in which the exchange takes "Ince. These Ihmn lopics preoccupy the sections that follow. Section I analyzes Ihe problems resulling from the Iheorelical urge, an impasse in contemporary criticallheory. Section II proposes my solulion 10 Ihis impasse, a solulion I call rhetorical hermeneulics, which leads in Chapter 2 t? a rhetorical version of institutional history. I. The Moments of Theory The theoretical urge is a recurrent phenomenon within the present organization of American literary studies. Within that individual texts remains the privileged ?ct.'Vlty, and, hIstOrically, this primary task has always brought Its wake a secondary one: critical practice inevitably leads to Its self-conscious Justlficalion In critical theory. Every time a new challenger to the critical orthodoxy comes along, Ihe disci. pline's discourse renews Itself in an allempt 10 pro- vi.de rahonale for interpretation. In simplified form, the in- shtuhonal catechism during the last forty years has gone this: What is the purposa of literary studies as an Inslltutlonahzed discipline? To produce knowledge about liter- How can such knowledge best be achieved? By the expli- cahan of texts. What is the goal of explication? To discover the correct interpretation, the meaning of the texV Once the theo- retical dialogue gets this for, agreement among theorists begins Yfhls answer 15 only Implicit In the mosl popul.r form" of Amerlcen decon- s'ruellon-what Richard Rotly call, "week pr8clilionArs "think thai they hIVe now found the true method for analyzlnR literary works because have now found the fundamental problr.mAtic with whlr:h Ihcl'ie works deal : Co"sequencP.'lf of ProJlmoliam (fslloys: J972- 19ROI IMlnnP-8polis. 19H2!, p. 153: and sce ROfly. 'Decon.!ltrucllon and Circumvention," Criticnl InqUIry, II (September 19841. 2. 19-20. a. I. Hilli. MI"er: "Th .... dlnR' 01 dp.conslruclive criticism ere nol the willful by a of on the texis but are coerced by the texts themselves": "Theory ami Prachce: 10 Vincent LP.ilch," CrUicol InquIry. 6 (Summer 19801,611; and see Miller. The of Readlnll! (New York, 19B7). Rhetorical lIermeneulics 5 to brenk down. How can we guarantee that critics produce cor- rect interprelations? Formalists respond, "By focusing on the text"; intentionalists, "By discovering the author's meaning"; reeder-response crillcs, "By describing the ideal reader'8 experi- oncn": And sn nn. As dissimilar as these theoretical answers al'pear, they all share n common nssumption: vnlidity In intnrJlrntntinn Is lIunr- anteed hy th" est"hlishm"nt of norms or principles for explir.at- ing lex's, and sut:h rules ore best derived rrum UII OCCUUIII or huw interpretation wurks in gOlterol. In olhnr words, mosttroclitionnl theorists assume that an accurate theoretical description of the inlerpretive process will give us binding prescriptions for our critical practices, prescriptions that can ensure (or at least en- courage) correct readings . The classic statement of this assump- tion is E. D. Hirsch's in "Objective Interpretation": "When the critic clearly conceives what a correct interpretation is in princi- ple, he possesses a guiding idea against which he can measure his construction. Without such a guiding idea, self-critical or objective interpretation is hardly possible. ", In this way. contemporary literary theory comes to focus on a question it takes as basic: How does interpretation-the accom- plishment of meaning-take place? Two hermeneutic posilions have developed in response to this central question: textual realism and readerly idealism. Hermeneutic realism argues thai meaningfull texts exist independent of interpretation. From this perspective, meanings are discovered, not created. The facts of the text exist objectively, before any hermeneutic work by readers or critics, and therefore correct Interpretations are those that correspond to the autonomous facts of the texl. Real- ism often views the interpreter's mind as passive, simply acted upon by the words on the page. Though the text must be read, in correct interpretation it speaks Itself. If the reader needs to do anything, it is only the mechanical activity of combining word meanings into larger thematic units and formal relationships. This is a "build-up" model of interpretation. For hermeneutic realism, texts are the primary source and test of readings; they constrain and ultimately determine interpretations. Hermenelllic idealism, In contrast. argues that interpretation always creales the signifying text, that meaning is made, not founel . In this view, textual facts are never prior to or indepen- lEo n. Jr .. "Ohjoctive Inlerpretalion" '19601. In Va/idily in Interpreta- lion (New lIaven, Conn., 19671, p. 212. 6 Rhetoric end Interpretolion dent of the hermeneutic activity of readers and critics. IdeAlism claims not only that the Interpreter's mind Is active butthat It Is completely dominant over the text. There oro no semantic or formal givens; all .uch textual glvan. are products of Interpre- tive categories. This i. a "build-down" mo<",1 01 Intnrl'mtnlinn. From this perspective, what counts as a correct reading depends enlirely on shored assumptions and stralegies, nol on aulono- mous texis. In hermeneutic idealism. 8 text rlop.!;n" inlerprelation; ralher, communal interpretation creales the lext. As theories of inlerpretation, textual realism and readerly idealism share a common institutional concern: to estAblish a foundation for validating knowledge. I call Ihis an inslilutionol concern because traditional theorisls claim that, without princi- ples of correct interpretation, an Institutionalized discipline has no way of grounding Its production of new knowledge. Onee again Hirsch Is the paradigmatic theorist. He claims Ihal, with- oul a proper theory of correct inlerpretatlon, we cannol avoid "subjectivism and relativism" and cannol think of "literAry study as a corporate enterprise and a progressive discipline. '" It follows from this view that theory serves the corporate enter- prise by making explicit the norms and principles of valid read- Ings. Any such theory attempts to derive these norms and prin- ciples from Its general account of how interpretation works. Whether the account Is realist, Idealist, or some combination of the two, it must provide an intersubjective ground for correct interpretation, and It is traditionally thought that only by the establishment of such a ground can Ihe dangers of relativism and subjectivism be avoided. With such a high value placed on intersubjective foundations for interpreting, it .llOuld come as no surprise that the concept of conventions plays an important-even central-role in her- meneutic accounts, whether realist or Idealist.. Thus, with some justification, the following discussion tokes the conven- tionalist version of the realist/idealist debale as a synecdoche for all "foundationalist" arguments in recent critical theory. Theorists of the realist persuasion have' long turned to textual conventions to explain literary interpretation. Formalists, in- tentionalists, structuralists, and even some reader-response crit- 'Ibid . p. 209. 'In this book "convenllon8" refers to insloncf!s of !'>hored procficcs. See Ihe discussion In my Inlerprerive Convenllons: The Reoder In Ihe Sfudy of Ameri. can Fiction (lIhlle8. N.Y . . 1982), pp. 126- 39. Rhetorical Hermeneutics 7 Icsloeale cunvAntions In a text In order to guarantee InterRubjee- tlve foundations in their hermeneutic accounts. An especially interesting case or realist convenlionalism can bo round in the work 01 Monroe Beardsley, who with W. K. Wimsatt codlfted the nr Now Crltic .. 1 III nil tllf! live and inlentional fallacies , Wimsall and Hcardsley proposed an "nbjective criticism" that would ovoid Ihe "flngcrs or "Im- prp.ssinnism," "nct "rr.lnlivism."fl In his Ars,hp.' - ies Ueardsley loter developed this lormalism inlo a fuunda- tionalisl theory, asking, "What are we doing whcn we Interpret lileralure, and how do we know that we are doing it correctly?" and answering, "There are principles of explication lor poetry in lerms of which disagreements about the correctness 01 pro- posed explications can be sellled."1 These principles can be summed up in Ihe realist's slogan "Back 10 the text." Beardsley explains his realisl hermeneutics lurther in The Possibility of Crilicism, where he argues that the "literary text, in Ihe final analysis, is the delerminer of its meaning.'" At this point conventions enter into Beardsley's account. In his chapter "The Testabil ity of an Interpretation," he attempts to defend his lormalist Iheory by arguing that "there really is something in the poem thai we are trying to dig out, though II is elusive" (PC, p. 47). This "something"-the meaning in the texl - is the ob- ject of interpretation, and Beardsley proposes to define II more rigorously hy appropriating the conventionalism of speech-act theory. In another place, Beardsley succinctly describes /. L. Austin's account of language use: "To know what iIIocutionary ection Irequesting, promising, asserting, and so onl was per- formed is to know what action the production 01 such a text generated by the appropriate conventions."'" "Monrofl C. Rcanhlr.y and W. K. Jr .. "Thft Arrecllv6 Fallacy" 119491. In The Verbollcon: S.udies In the Meaning 0/ Poetry ILexlngton. Ky., t.5'I. p. 21 . 7BeAnhley. in the Philosophy of Crilicism INew York. 195ft). Pil. 403, 49, IIRcIIHi!;ley. "Textual MClmlng8nd Authorial Mconlng," Genre. 111uly 1968). 181. !tBeAtcl!>ley. The Possibilily of Crilicism (Detroit, 1970). p. 37 (hereAfter cUed in text A:r; PC!. And Jnlnrprelation!! : A FAII8C:Y Revived," In The Ap.!l:lhclic Poi"1 of View: Sp.ler:led ed. Mich8el J. Wrer.n And DonAld M. Calion (lIhAca. N.Y .. 19821. p. 195. The central texis on convention!! Anci speech acl!! arc , . L. How 10 Do Things wilh Words (Oxford. 1962). and John R. B Rhetoric and Interpretation conventionalism can be pushed in two very diUerent direclions: toward readerly idealism, with conventions placed in hearers, or loward textual realism, with convention" posited In texts. Predictably, Beardsley'. adaptation of speech-act the- ory takes the realist route. RAther than hnv" nlllhor. or rr.adn .. "take responsibility" for performing certain illocutionary acts and for commilling themselves to certain conventional cOI1<Ii- tions (for example, in promising a speaker commits 10 do a certain act in the future), Beardsley prefers to say that literary texts imitate illocutionary acls and "represent"that certain con- ditions are in fact Ihe case (PC, p. 115n). This is a shrewd instead of readers laking responsibility for conven- Itons of language use, texis represent those convent ions; con- venl ions move from outside to Inside the text. This realisl pi nce- menl of conventions gives Beardsley Just what his formalist theory requires-an aulonomous text againsl which all inter- pretations can be tested. "I am arguing Ihat Ihere .re some features of the poem's meaning that are anlecedentto, and inde- pendent of, the entertaining of an Interpretive hypothesis; and this makes it possible to check such hypolheses against reality" (pC, pp. 57-58). And these semantic lealures Ihal test inter- prelations include conventions embedded in the lext. Realist Iheories such as Beardsley's emphasize that conven- tions display shared praclices lor wriling literature and that readers and critics must recognize Ihese textual conventions in order to achieve valid Interpretations. Bul such theories inevita- bly suller Irom incomplete coverage and lack 01 specificity as accounts 01 inlerpreting. No mailer how comprehen- s.ve .1 Ines 10 be, Ihe realisl conventionalism 01 genre crillcs, formalisls, and semiolicians remains unsalislylng as a complele descriplion of even a single texl's Iilerary meaning. The com- mon notion 01 an arlwork's Irreducible uniqueness reluses 10 go away, even when a significanl portion 01 Ihe lexl's sense is allri?Ulable 10 an lollowlng, modifying, or rejecling Irad.tlonal convenllons. Bul perhaps Ihe literary lexl's ullique- ness is simply all illusion foslered by Ihe humallislic Iradition, o.n Ihe one hand, and supporled by Ihe needs 01 a critical proles- on the olher. Even il Ihis were the case and atexl's meaning In lacl could be explained as complelely convenlional , realisl accounts would conlinue to be embarrassed by Iheir contradic- Spcf!ch Acts: An Essay In rhe Philosophy of LanguoRp. (ClimbridRe. '969). RhetorlC81 Hermeneutics 9 lory descriptions 01 Ihe unlnterpreted givens in the lext and by Iheir many unconvincing explanations 01 how such texlual givens cause interpretations. Realist conventionalism only re- olalns these e.8entiAlisl and caus.1 problems: How exactly are thr. tnxt? How rfn !l;lIr:h tr.xt1lnlly om- bedded (;onvontiulls dutermine Interpretnllun'? The lutlur ques- tion usually Inads loward kind 01 corrAspnndonce model : Ter:ognize conVfmtions in A text becALIse they have literary cOlllpetel1ce, 811 internalized "et 01 IlItcrpretive convelllinns." who IAko Ihls roule movo lowArd Idonl- ist solutions and in so doing also move loward idealisl In- coherencies. In contrast to realism, Idealist theories emphasize conven- lions as shared practices lor Inlerpreting Iilerature, conventions prese:ll in readers and critics, not in texts. Imporlant idealisl Iheories include those 01 Stanley Fish In "Interpreting Ihe Vorl- orum" and JonAthan Culler In Structuralist Poetics. Fish argues Ihal communal interpretive slrategies are Ihe only conslraints on Ihe production 01 meaning. Texts are products 01 interpretive communilies, which "are made up 01 Ihose who share inlerpre- tive stralegies not for reading ... but lor writing texts, for con- stituting Iheir properties,"" In Structumlist Poetics, Culler more fully elaborales an idealist-oriented account 01 using con- ventions in interprelation. Though at times he relers 10 "poten- tial" properties "latent" in the text itself, he more often empha- sizes interprelers' reading conventions, which determine the sense Ihey make 01 the literary work. He talks of the poem as ollering a str,!cture lor the reader 10 fill up, but he stresses Ihe interpretive conventions competent readers use to invent some Ihing to fill up Ihat structure. He suggesls thai it is notlhe lext . but the reading conventions that "make possible invention and impose limits on it . "13 Whereas realist accounts posit textual conventions thai are tlSeo. 6.1I; lho r.ommentlil on "literary competence"'n 8eard.!lley. AC!lJrhelic!IJ: Problem!'! In Ihe ofCrificlltm, zd ed. (Indianapolis. 1981,. p. II ; and 8cerd:!iley. "Thr. or Literature," in Aesfhelic!'!: A Critical Anrhology. ed. nlr: kic And R. J. Sclar"ni (New York. 1977). pp. 329- 33. 11SIAnlr.y " 'ntr.rprellng the Variorum" 119161.ln l!'l There a Text in This The Aulhorily 0/ In'erpretive Communilles (Cambridgf'J. . 1980). p. 171. nlomtihAIl \.lIl1er , S'ruclum'is' PM-lir.!i : Struclum'i!im. and 'he S'udy of /,ilf!wlurr. fltlutcrt , N.Y .. 19751, pp. 113, 126. For A more exlreme example of idealisl cOllvfmllonallsm. see my 'nferpreliveConvenfions. pp. 192- 207. 10 Rhetoric and Interpretation recognized by readers, ideAlist accounts plAce inlerprelive con- venlions in readers, who Ihen Apply Ihem to creAte meAningful texts, Idealists fare no better than realists, however, In using conventions to avoid epistemological embarrAssmen!. True, they do ovoid the realist problems connect",i with A nnliAlism and causation by arguing that tho content 01 Ihe text ISllroducod by Ihe interpretive conventions employed and Ihallexls do nol cause Inlerpretations at all. Bul entirely new problem< arise out 01 these supposed solutions. The two most important Involve the Infinite regress of conventions and Ihe unformali7.able nA- lure of conlex!. In a particular case of Interpretalion, what deler- mines the inlerpretive conventions to be used? Idealisls cannol answer by proposing metaconventions, becallse to do so would lead 10 on infinite regress within their theories. Ench sel of con- ventions at 8 lower level requires metaconventions al 8 higher level to delermlne the appropriate lower-level convenlions. Then these metaconventions themselves need metaconven- lions, and so on. One way to ovoid Ihis pitfall is to argile Ihat context always determines the interpretive conventions to em- ploy. But such a claim leads only to a more difficult question lor the idealist: What constrains the use of interpretive convenlions in a specific conlext? Both Fish and Culler.-among others, have suggesled the im- possibility of adequately answering this queslion. As they lully realize, such a suggestion entails a critique of their past conven- tionalist accounts of Interpretation. I will limit my discussion here to Culler's observation that the Interpratlve conventions on which he locused in Structuralisl Poetics should be seen as pArt 01 a "boundless contex!."' He states his new position in Ihis way: "Meaning is context-bound, but context is boundless" (OD. p. 123). Culler seems to be claiming two rather dillerenl Ihings, only the first of which helps explain why the contexlual nature of interpretation makes idealist conventionalism inade- quate. Culler first seems to be arguing that any full accounl of mean- ing must include a notion of boundless contex!. By characteriz- ing context as boundless, Culler means that any hermeneutic I4Culler, "C'.onvention and Meaning: Denlda and Austin," New Hi!'O- fory. 13 (Aulumn 1981), 30n (hereflfler clled In lexl 'HI eM). This r.ssfly was rAvlsed and incorporaled Inlo Culler, On Deconstruction: Thp.ory and ofter Structurolism (lIhftc8, N. Y., 1982) (hereafler cUed in lext as 00). Rhetorical Hermeneutics 11 Iheory Irying 10 specify a particular context exhauslively is doomed to failure: "Any given conlexlls always open to furl her descriplion. There is no limit In principle to whal might be Included In a given context. to what might be .hown relevant to the Inlmpr"lnlinn 01 n "nrllelllnr ""nnch Acl" rr.M. p. 24). Evnry ApedOcution is UpUII tu uskll1K rur furtlwr SIJlIdlku tions" 111 <lIeh on 11<:,,,,,,,,1, conventions Aro, AI "n<I, only fir.t approximAtions of hotlnrlles5 conlflXt. Conventions bflgin the spedfic..:utitlll of rclcvol11 (;Olltuxtuul fcuturwt, desigllullllH tho relalion of 11m words; person., Anel r.ircnm.loncos rn'luiroel for a speech act 10 have the specific meaning it has in a given context (compare on, p. 121). But conventions alone are inadequate as explanatory con cepls. "ilhnr the descriplion 01 Ihe conventions must reduc- lively and arbitrarily leave out relevanl contextual lealures or Ihe specification 01 the relevant conventions would have to be so open-ended that conventions would become indislingllish- able Irom conlexl and lose their identity. A hermeneulic Iheory using conventions in conjunction with other contextual features will lare no beller as an exhAuslive account 01 meaning. beeallse Ihere is no limit in principle to the leatures relevant 10 the interpretation 01 specific speech acts. Another way of putting this is 10 soy thaI context is impossible to lormulale complelely. Thus Any Account Ihat attempts to use "context" to constrain Interpretation precisely and complelely has only two options: either it must simply name " context," "situation," or "circum stances" as a constraint and not elaborate any further or it must corry out an infinite listing of all aspects 01 context and their interrelations, Ihal is, bring everything In.' fn olher words, "definitive" theories of interpretive context must either never begin Ihe of specification or never end it. Culler's first claim aboul boundless contexl agrees with what I hAve been sayingso far: boundless context delermines me.ning, and conlexl is boundless because it is ultimately not lormaliz- I Ittrot(1 GRrfinkd. in F.thnomethorloloJl:Y (F.nJl:lewond Cl iff!'!: . N.J., 19671. pp. 24 - 31. RlUi IllIherll.. Dreyfus. Whot Compulf'rsCnn'l Do: The I.imits of Artificial InlcfliJ1,f!tlcf! , rev. ed. (Nf'w York. 1979), pp. 256- 71 . "'On the first option. see Walter Renn Mic:hacls. "Philosophy In Klnkanja: Eliot 's C:lyph. 8(1981). 184- 85; on Ihe seconrl. Omyfu ... . Whot Compplcrs Cnn'l /In. I). 289. For further rli."r:tlssinn of r:onlexl AS All explanRtory com:epl. Sf'e my "Convr.ntion and Context," New "Herory ffislory. 14 (Winter 19831.399- 407. 12 Rhetoric and Interpretation able. Unlortunately, Culler conluses things with a second, en- tirely different argument about meaning and context , In which he asserts the "Impossibility 01 ever saturating or limiting con- text so as to control or rigorously determine the ' true' meonlng" (eM, p . 281. In this deconstructionist clAim. r.ontnxt Is hound- less not In the first sense-thot I! Is Impossible to lormali7.e- but in a second sense: new contexts can always be imagined lor a particular speech act, and thus meaning is in principle radi- cally indeterminate (see 00, pp. 124. 1281. Culler ends up using context here as an Interpretive device for making meaning un- decidable rather than as on explanatory concept in accounting lor meaning's determinate shope. Culler's two uses 01 context are not necessarily irreconcilable. But to make them strictly consistent, he needs to give up his assertion about the absolute indeterminacy 01 meaning. As it happens, it would not be difficult lor him to do so, given his initial explanatory use 01 "context." Indeed, though he claims to be doing otherwise in his deconstructive maneuvers. Culler actually demonstrates not that meaning is always Indetermi- nate but that meaning has one determinate shepe In one situa- tion and another in e different situation. Though a speech ael's meening can change lrom context to context, this meaning is always determinate within a given context. In the cases Culler suggests- situations in which the proposal olan Imagined con- text shows how a meaning could change-one 01 two things happens: the meaning remains the some, beceuse in the present situation the proposed context is perceived os imaginary; or the meaning changes, because in the present situation the pro- posed context is incorporoted into the present circumstences. In the second possibility, meaning changes because the context changes. In neither situation is meaning indeterminate; it is determinate (even If ambiguousl because of tho context it is in.17 But whichever way Culler uses "context" -as explanatory concept or interpretive device-he goes ler beyond Simply 17Sefl Fish. b There 0 Texl7. pp. 277- 84, Rnd Fish. "With the Complimenh of the Author: Raneclions on Austin and Derrid . " CrilieD' Inquiry. R (Summr.r 1902).693- 121. In this analysis I have followed Dreyhls. Fish. and olherl'l in usinK "c:onlext" and "situation" interchangeably. For 8 dl!lcu!I!l ion of evaluation related to my analy!!I, of Interpretation. see BArbara IIcrrnsl cin Smith. "Contingoncies of Value," Crilicol Inquiry, to (September 198:1), 1- 35. RhetoricAl Hermeneutics 13 showing that "lIlanguol\e alwey. evades its conventions. it also depends on them" (eM. p. 291. What he demonstrAtes Insteed is somethlnR he admit. in a footnote: thetthe distinction between convention end context break. down (see eM, p. 30nl Indeed, nil Idr.nlisl Ihr.nrin:<> nf illtnrprntivo 10l1d tn destrud when Ihey adopt the notion of context to sulve their conventionalist problems. Do eilher roalist or irloalist UROs of then, prrviop, a full nr:r.ount of literary tion? The ellswer lIIusl ue no, lur both theoretkul pusiliulls loll to avoid radienl embarrassments in thoir accounts. Nor do theories combining realism and idealism evoid the hermeneutic problems. Typically, such theories argue that real- ism and ideelism are each only partially right, that neither the text alone nor the reader alone determine. meaning, that mean- Ing Is contributed by both text and reader. This comfortable compromise is understendably popular in contemporary the- ory, but it solves none Jf the realistlldeallst problems." What II does do is cegily cover up those problems by continually po.t- ponlng their discovery. In convenllonalisttheories, for instence, we noted how some realists move from conventions tn a text to conventions matched in a competent critic's mind. Such theo- ries. by moving toward idealism. avoid the realist prob.lem of expleining textual causelion. But when those seme theOries up agoinst the idealist problem of determining eppropriete in- terpretive conventions in e given situation, they turn back to the text for a solution. Thus we end up with e cunningly circuler argument: stay a reolist unlil you heve problems. then move toward idealism until you get emborressed, then return to real- ism. and so forth ad infinitum. No emount of tinkering or nating cen save realist end idealist convenlionalism lrom simI- lar dead ends and vicious circles. I! would be a mistake. however, to think thet any other ac- count- objective or subjective. conventionelist or nonconven- tionalist. or some admixture of these forms- could provide a Reneral theory of interpretation, something we can call with a capital T. something that could solve the hermeneutic problems I have discussed in this section. S.teven Knap!, Walter Renn Mi chaels have argued . Theory IS ImpOSSIble Illt.s defined as "the attempt to govern interpretations 01 particular "'Seethe of I!'er's phenomenologicAl theory of reaclinR in my Inlp.rpmtivc pp. 49- 56. 14 Rhetoric and Inlerpretalion texts by appealing to an account 01 Interpretation In generaL"'. My critique 01 realist and idealist conventionalism is another version 01 the Rttack on Theory 80 den ned. The solution to the realistlldeali.t debate In hermenautlcIII not, then, the proposal of stili another Theory. The way to answer the reoli.tllrleolist question "18 meaning created by Ihe lexl or by Ihe reader or by both?" is simply not to ask It, to stop doing Theory. II. From Hermeneutics to Rhetoric The anti-Theory argument opens up two possibilities: Theo- rlsls can remain unpersuaded by the argument and continue business as usual, or they can be convinced by It and slop doing Theory. Let's take up the more likely scenario lirst. If Theory simply continues, what will happen? According 10 Knapp and Michaels, Theory depends on logical mistakes such as Hirsch's separation of meaning from intention In Validity in Interpreta- tion. 2 Since to 8ee a text as meanlnglul is to posit an author's in- tention and vice versa, a Theory built on the separation 01 mean- ing and intention Includes prescriptions-"Discover meaning by first searching lor Intention"-that are Impossible to lollow. Thus, according to Knapp and Michaels, Theory in its general descriptions is Illogical and in Its specific prescriptions is in- consequential. But Knapp and Michaels' thesis needs to be qualified in on important way. Certainly they are right In claiming that Theory cannot have the consequences It wants to have, that it cannot be a general account that guarantees correct interpretations. It can, however, have other kinds of consequences. In advocating a search lor the historical author's meaning, for example, inten- tionalists promote the critic's use of history and biography, what lormalists can external evidence. If critics are convinced by intentionalist Theory, their interpretive methods would em- ploy historical and biographical as wenastextuallacls and thus 'Sleven Knapp and Walter Benn Michaela. "Against Theory," Critical In. Quiry. 81Summer 19821. reprinted In t\Roinst Theory: Lilp,rury Studiell nnd the New Prugmnlism. ed. W. , . T. Mllchell IChlC880. 1985). p. 11. 2nSee knApp and Michaels. "A8alnst Theory," pp. 13- 18. Sp,,, "Iso. In Cril ico I Inquiry. 9 (June 1983). Hirsch', rebuUalln his "Against Theory?" 8nei KnAPP and Michaels' response In "A Reply 10 Our Critics," both reprinted in Mitchell . "goinst Theory, pp. 48-52 find 100- 104. respectively. , ! , . . Rhetori cal Hermeneuti cs 15 could establish n meaning lor a text that was dlfferentlrom ona in which external evidence was scrupulously ignored. Mis- gUided or not, Theory can have consequence . 2
This, tha", Is my answer to the nut quesUon, "II Theorists continuo cloh'lI Thoory, whnl 8m thAY clolnR?" "n Thnory pAr- suedes critics. It continues to have consequences, but such con- sequences are not those 01 its claims. Tho Thllory has nol pro- vided An idenlist or mnli.t Accollnt 01 interpretation thAt CAn be successlully invuked lu udjudlcale readlllgs. II may, huwevor, affect critical prnclice by encrlurnglng one typo 01 intorpretiv9 method rather than another: lormalist, intentionalist, decon- .tructive, hlstoricisl, or some other. But now Ilurn to the second question, "What will happen to theory" tha anti -Theory argu- ment is acceplecl?" or course, Theory would end, but what CRn take its place? What happens when theorists stop searching lor that generAl account that guarantees correct readings? Where do they go once they quit asking realist or idealist questions about interpretation? ' One route to lollow tAkes a turn toward rhetoric. I take this path by proposing a rhetorico' hermeneutics, an anti-Theory theory. Such a hermeneutics views shared inlerpretive strate- gies not as the creative origin ollexts but rather a. historical sets 01 topics. Arguments, tropes, ideologies, and so lorth which determine how texts are established as meaningrul through rhe- torical exchanges. In this view. communities 01 Interpreters neither discover nor create meanlnglultexts. Such communities are actually synonymous with the conditions in which acts 01 persuasion about texts take place. Concepts such as "Interpre- tive strategies" and "argument nelds" are, we might say, simply descriptive tools lor relerring to the unlormallzable context 01 inlerpretive work, work that always involves rhetorical action, attempts to convince others 01 the truth 01 explications and explanelions. 22 A rhetorical hermeneutics must, 01 necessity, be more thera- 211 t"ke up the "AJ(8in5t Theory" ergumenlln more delailin chftp. 6. ns"p' Fi,;h, I,; Throm 0 Tp.xI?, pp. 356- 70. and " Change," South Atlnnrlc Quarterly. 86 (Fftll 1907). 4Z:1- 44. Also. d . Thomas S. Kuhn. The Structure 01 Sc:ip.nlific Rp.volulion!>. zet cd. (C.hiCll80. 1970). pp. 15Z- 59 and 198- Z06. On ""Tfl;umcnt fi cld!>" And relntrorf 5CP. Arthur Willard. Arxump.n lolion nnr' rhe Sociol Ground!> 01 Knowledge (University. Ala .. 1983). esp. pp. 5- 11 and 89- 91. 16 Rhetoric and Interpretation peullc Ihan conslrucllve. 23 To be olherwlse, 10 conslrucl a new accounl of Inlerprelatlon In general, would simply reproduce Ihe same old problem. of realism and Idealism. Ralher Ihan propo.e .tlilanolher Inlerpretlve Iy.tem on all faun with reellst and Idealist Iheorles, rhelorlcal hermeneutic. Irle. 10 cure theo- retical discourse of Its Theoretical lendencles. It might, then, reslale Ihe critique made in section I: various hermeneutic ac- counls make the Theoretical mislake of Irying to estAblish the foundalions of meaning outside the setting of rhetorical ex- changes. All Theories believe that some pure vantage point can be established beyond and ruling over the messy realm of inter- pretive practices and persuasive acts. Only in this way, it is thought, can correct interpretation, privileged meaning, be ac- counted for. Hermeneutic realism, for example, assumes a sta- bility of meaning before any rhetorical acts take place. Meaning is determinate, objective, and eternally fixed because of con- straints In the text Itself which are Independent of historically situated critical debates. In a strangely similar way, hermeneu- tic Idealism also assumes stability of meaning outside situated practices. Meaning Is determlnale, Inlersubjectlve,"and lempo- rarlly fixed because of constraints provided by Ihe communal conventions In readers' and critics' minds. When hermeneutic Idealists attempl to describe Ihe syslem of Interpretive conven- tions Ihal delermlne meaning, either Ihey describe this system as Independent of rhelorlcal situations or Ihey do not realize that Ihe conventions themselves are the lopic of critical debate at specific hislorlcal momenls. In either case, idealists make a mistake similar to Ihat of rea II sis by presupposing the pos- sibility of meaning oUlslde specific hlslorical contexls of rhetor- leal practices. But polnling out Ihe problems with hermeneutic realism and Idealism is only an Initial, therapeutic step. Rhelorical her me- . neutlcs musl also explain why reall.m and idealism are such attractive theories of Inlerpretation In Ihe firsl place. We can best do so by redefining realisl and Idealist claims in terms of Iheir rhelorical implications. What exactly do Ihese post theo- ries leach us aboul rhelorical exchanges In interpretation? The realist's claim about constraints in the lexl testifies to the com- distlnctlon It' nicely elaboreted In Richard Rorty, Phi'mmphy and Ihe Mirror 0/ Nalure (Princeton. N., . 1979). pp. 5- 6. , , Rhetorical Hermeneutics t7 man assumpllon In critical debates that Inlerprellve slatements are about text . References to the text are Iherefore privileged moves In attempt. to lustlfy Interpretation . The Idealist's claim about the con.tltutlve power of critical pr".upposltlons exem rune!; tim common plurnli:'1I bnlinf thnl If vou r:hnnR" tho tions being asked about texts, you t.:hongu the UBSwors you gul. and il you cnn persuade someone elselo ask your '1l1ostionR, you Are thAt mllr.h doser to rmrsunrlinR him or her to .c:c:ept your interpretAtion or a spcdnc text. A rhetorical hcrlllolHHltlcs doos not rejecl any 01 these aswmplions. In Inr.t, it IIseR their wide- spread acceptability to explain the rhetorical dynamics 01 aca- demic interpretation in latetwentiethcentury America. But 10 acknowledge the power of these assumptions in rhelorical ex- changes today is /101 to make any claims aboul whether Ihey are epistemologically true. Such epislemologlcal questions are sim- ply beside the point lor a rhetorical hermeneutics. They always leAd bock to the dead ends 01 realism and Idealism. Rhetorical hermeneutics, then, gives up the goals of Theory and continues to theorize about inlerpretation only therapeuti- colly, exposing the problems wilh loundationalism and explain- Ing the attractions 01 realist and idealist positions. Bul a rhe- torical hermeneutics has more to do: It should Also provide histories 01 how particular theoretical and critical discourses have evolved. Why? Because acls of persuasion always take place against on ever-changing background 01 shared and dis- pllted assumptions, questions, assertions. and so forth . Any thick rhetori cal analy.is 01 Interpretation musl therelore de scribe this Iradition 01 discursive praclices in which aets 01 interpretive persuasion are embedded." Rhetorical hermeneu- here Is the or HAnsGeorg C .. damer'l' hermeneutics with Chalm Perolman' , rhetoric. Cf. Gad.mer', analysis of Iradltlon and Inter- preta'ion throughout his Trulh and Merhod. Irans. and ed. Garren Barden and fohn f:nmmlns (Nnw York. 1975). e.g., pp. 250- 51. and the .n.ly"hl ollradltlon and arRumcnlatlon In Perelman and l.ucleOlbrecht:.-Tyleca. The New Rhetoric: A Trea';!'p. on AfRumenlotion. !ran!l. lohn Wilkinson Bnd Pun:ell Weaver (Notre DRme. Ind .. 1969), c. R., pp. 464 - 65. More generally. SP.e the "Rhetoric and lIcrmencuth:s" !II ection of Gadamp.r. " On the Scope Rnd Function of t-tr.rmeneu tical RenCf:lion (1967)," IrAn!ll . G. B. Hess And R. F.. Palmer , In GAdAmnr, Phi lo Hermeneut ic:'> , cd. David F. . LinKe (Or.rkeley, 19761, pp. 21 - 26. AI!IIo!lP.e rr.cr.nl work in s pel!r.h cnmmllnir.alion innuenced hy Gadamr.r and ff eldcgger, r. .g., Rohr.rt L. 5(;011 , "On Vir.wing Rhetoric a!ll Epi"lr.mir. : Tr.n Y(!Ar" (..flIer, " Central Sioies Speech lourool , 27 (19761. 258- 66; Michael I. Ilyde And Craig R. 18 Rhetoric and Inlerprelalion lics always leads to rhetorical histories, and it is to versions of these histories that I turn In the next three chapters. By presenting these narratives, I mean to illustrate how B rhetorical hermeneutics Is composed of therapeutic theory and rhetorical histories. More exactly, such narrAtives are not sim- ply added onto theory; rather, Interpretive theory must become rhetorical history. Thus rhetorical hermeneutics loins other re- cent attempts to Incorporate rhetoric at the level of Interpretive theory and its analysis of literary and critical practice." Such allempts share a suspicion of Theory Bnd a preoccupation with history, a skepticism toward foundational Accounts of Inter- pretation In general and an attraction to narratives surrounding specific rhetorical acts and their particular sociopolitical con- texts. Such allampts place theory, criticism, and literature Itself within a cultural conversation, the dramatic, unending conver- sation of history which is the "primal scene of rhetoric."2. Smllh, "Hermeneulici and Rhotorlc: A Seen but Unobserved Rclatlon!lhlp," Quarterly lourna' o! Speech, 65 (December 1919). 341- 63; and, for 8 counter view plul additional blbllORraphy. Richard A. Cherwll7. and ,ame:. W. fliklnl, Communication ond Knowledge: An Inve.llsotlon in Rhetorical Epislemo'ogy (Columbl . S.C., 1986). uSee esp. Terry Eagleton, Woller Benjamin. or, Towards Revolulionory Crill cl8m (London. 1981), pp. 101 - 13; Eesleton, "Wlttgenlteln' , Friends." New [,,!, Review, no. 135 (September- October 1982), reprinted In hl!l As-oinl'll the Groin: Selected Essays (London. 1986). pp. 99- 130: asleton. Uterory Theory: An Inlroductlon (Mlnneapoll" 1983). pp. 204- 14; Edw.rd W. S.ld, "Opponents, Audience Con!lliluencle., and Community," CrUlcoi Inquiry, 9 (September 1982),1 - 26; Robert Wesl, "Note. tow.rd a Marxist Rhetoric," Oudmell Review, 28. no. 2 (1983), 126-48: .nd James A. Berlin, Rheloric and Reality; Wriling Inslrucfion In Amarfcon Colleges. 1900- 19115 (Carbondale. III., 1981), pp. 3- 18. AI!lo lee the works cited below In chllp. 3. n. II. 2f11Frank Lentricchla (dlscu!I!llng Kenneth Burke', fable of hilltory), CrHidsm and Social Change (Chicago, 1983), p. 160. 'J , -I I 2 The Institutional Rhetoric of Literary Criticism Where. Indeed, hut to rhetoric should the theoretical exam Ina- tlon of interpretation turn? -HAns.Georg Gada mer. "On the Scope and Function of Hermeneutical Reflection" If a rhetorical hermeneutics merges theory with history, what kinds of rhetorical histories shall we have? The examples throughout Rhetorical Power will answer this question: histo- ries that are Interpretive, institutional, and cultural. Each of my historical na .. atlves and rhetorical analyses builds on what has gone before. In this chapter I begin with a schematic history of the academic rhetoric of a once-dominant critical mode, New Criticism. Next I analyze In more fine-grained detailth. rhetori- cal strategies of one (nstltutlonal challenger to this formalist discourse, reader-response criticism. Then Chapter 3 develops the rhetorical analysis further by extending It outward beyond the academic Institution toward the rhetoric of literature and criticism within a cultural conversation. L A Synoptic Rhetorical History Increasing allention has recently been paid to the Institu- tional politics of interpretation, and this a\lentlon has proven salutary for histories of literary criticism.' Traditional histories 'The work of Michr.1 FOUCAUlt !lIAndl behind many recent Inquiries Inlo criticl!!m's Institutional polillr.!I. See ft!'lpocially PAul Bovf:, fnlelledtlals in Power: A Gr.nea'ngy 0/ Criticnl Humnnism INew York, 1986); Jim Merod. The Political Respomihilily 0/ Ihe Criric Ilthaca. N.Y .. 1961); and Crilico' Genealogies; 1li1>loricoi SHuolians !or Post modern Lllerory Studies 20 Rhetoric and Interpretallon tended to minimize the importance of social, politicRl, and eco- nomic factors in the development of Americ"n literary study and to focus almost exclusively on abstract inteliectual history. In tha introduction to one paradigmatic text, Literary Crillcism: A Short History, W. K. Wimsatt and Cleanth Brooh clnimecl to "have written a history of idea. about verbal art Rnd about it. elucidation and criticism," slressing "thai In a history of this sort the critical Ideo has priority over all other kinds of mate- ria"'" Such histories of critical ideos not only downployod the polilicaland economic context in which those ideas developed; they also ignored the effects of literary study's Institutionaliza- lion within the American university of the late nineteenth cen- tury. This historical event transformed the critical tradition by adding specific institutional requirements to tha more general cultural and political determinations that affected the rhetorical shRpe of American literary sludy. More comprehensive than descriptions of critical ideRs is a newer kind of critical history: explanations of literary study in terms of social, political, and economic forces. In English in Amer;co, for example, Richard Ohmann shows how "industrial society organizes the labor of people who work with their minds"; in The Crilicol Twi/;ght. John Fekete situates modern critical theory within the American nelwork of social ideologies (New York. 1987). pp. 125- 38. Foucault', archaeology ",veals tho " HIIBtion! between discursive formalions and non-dlscunlve domAin,," luch u ImJlllu- tlons. while hts trice the hbtory of "the effocUve forma lion of discourse" within tnslltullons. "'he Reid of thtl non-discursive social " (The ArchoeoloKY of knowledge and the Olscoun8 on wn8uogf!, tnms. A. M. Sheri- dan Smllh INew York. 19721. p. 162; "The Order of Discourse," hans. 'an McLr.od. In Untying the Text: A Post -Structuralist Reorler. ed. Robert YounR IRo!'llon. 19811, p. 71; and "The Eye of Power," Ir.ns. Colin Gordon. In Powr.rl KnowledRe: Selecled Inlerviewl and Other Wrflings. 1972- 1977. ed. Gordon (New York, 19801, p. 198). More speclRcally. we might SAy th., lin In!lli'ulion "Includes both the materl.1 'orms end mechanillma 0' production. distribution and conlumpllon and the Ideological rules. norma, convenllons and practices which condilion the reception, comprehenalon and appllcallon 0' dlscour!'lo" (Vincent leitch. "Inllilullonlli Hillary and Cultural Hormeneullcs." CriUca' Texis. 2 (July 19841, 7; leitch IIcknowledps hla debt to Foucault on p. 10n}. On Ihe relalion 0' rhelorlcal. especially dlscunlve. pracllces to a cultural back- ground of nondlscunlve practices, see Hubert L. Dreyfus and PAul Rabinow. Michel Foucouff: Beyond Structura'ism and Henneneulic!'l. 2d cd. (Chicago. 19831 2W. K. Wimsatt and Cleanth Brooks, Literary Criticism: A Shortlfislory (New York. 1957). pp. Ix. vII - vIII. ThelnstitulionAI Rhetoric of Literary Criticism 21 manlpulRted by corporAte capltali.m.' Such studies take ac- count of literary criticism as part of a discipline that is situated within an Institution, the modern university. Indeed, Ohmann, Feketa, and others have done valuable work in reveAling the in.titlltionnl mechnnl.m. thnl con.lmfn thA clAvAlopmenl of nr.- ademlc Iliurnry ailidy. nut thuugh thmw hhlturl!:ul IIIIIIIYHIJR tin acknowledge tho imporlance of con.lrninl . ""ch are seconclnry to their primnry interest in eco- numic nfl(l politicnl rOrt1H1lilln:q 111 III Tlto rmHilt IN thRt (at least in Fekete's case) such Rccounts overlook or distort the institutional role of literary studies in the develop- ment of critical ideology. Whereas Fekete argues that, in the modern critical tradition, "cultural methodology reveals its pol- itics directly,'" I would say that social and political formations reveal themselves only indirectly, through the mediation of criticism's place within institutions for producing knowledge- universities generally and literature departments specifically. That is, the maintenance, and development of literary study in universities can be only partially explained through of factors originating outside these institu- tions . No easy inside/ outside distinction is implied here. More widespread SOciAl. political. and economic formations traverse the institutional space established for academic literary study. Once that "pace has been established. however, the specific interpretive work and rhetorical practices within the space de- velop with some relative autonomy even when they are affected by practices centered outside the academy. Let me use the institutional history of New Critical formalism to illustrate whAt I mean. Traditional accounts of critical ideas and more recent sociopolitical analyses of critical practices give a prominent plnce to the hegemony of New Criticism in Ameri- can literary study during the 1940s and 1950s. Traditional histo- 'Richard Ohmann. F.ngliJlOh in America: A Radicnl View of Ihe Profession (New York. HI76) , p. 4; and !lee fohn Fekete, The CrHical TwiliShl : Exp'om!lons In Ihe Ideology of AnRto-Americon LUerory Theory from Eliot 10 McI.uhan (I.ondon. 1977). Sep. Terry EARleton. Lilemry Theory: An Inltoduclion 19831. pr. 47- 53. For relaled histories of literary sluetie:'! in other countries. !'Jfm Chri!'J 8aldir.k. The Social of F.ng'ish Crilici:'!m. 1848- t93210xlord. 19831: "riA" Doyle. "Thp. Hidden History of Studies, ' In Re-RendjnSt F.nStlish. r.d . Petcr Widdowson (London, 1982), pp. 17 - 3 1: and Peter Uwe lIohendahl. The of Critici!;m (ithAca. N.Y., 1982). 4fekcle, Crilical Twilight . p. 49. 22 Rhetoric and Interprelation ries of criticism usually recount the evolution of New CriticAl ideas but fail to explain adequately why those IdeAS CRme to dominate literary study. Sociopolitical analyses such as those of Ohmann and Fekete have much more explanatory power. For instance, Fekete skillfully shows how Agrarian social ideology, which attacked modern Industrial civilization, was easily ac- commodated to corporate capitalism through the institution- alization of New Criticism within English dep.rtments. But Fekete's otherwise insightful analysis does not grant the institu- tional selling of literary study Its full share in determining the shape and hegemony of New Criticism; In fact, Fekete distorts the nature of the Institutionalized discipline when he suggests that New Criticism filled a vacuum created in the 1930s by the failure of socialist criticism within the dlscipllne.- Actually, there was no vacuum: literary study within the academy was dominated by historical scholarship, which provided the disci- pline with a professional training program, shared research goals, and interpretive conventions for viewing literature. The rhetoric of New Criticism was innuenced significantly by its institutional attempt to displace this scholarship as the domi- nant approach to literary texts. To understand exactly what was required of New Criticism, we need to trace the institutional history of literary study. In what follows I will brieny present a rhetorical version of this history, emphasizing only those In- stitutional forces and events that help explain why New Criti- cism achieved its persuasive authority in the American study of literature. Such a rhetorical history follows directly from the rhetorical hermeneutics I have proposed, because in order to understand the discursive practices of Interpretive rhetoric, we must also underst.nd their past and present relations to the nondiscurslve practices of institutions. In the 1870s and 1880s the American university expanded its collegiate curriculum to Include scientific and humanistic dis- ciplines previously Ignored, and It relied on the model of Ger- man scientific research for Its conception of knowledge produc- 55eo Ibid. Fekete does go on 10 ley that "the New Criticism Introduced 8 lechniclsm and an accommodation wllh science. end It athH:kcd Rntl destroyed lefl-wing 8p.!llhelic forms. Including the lolally (orms of hislol'"iogrAphlc or SOCiological criticism." The Instilutlonal Rheloric of Literary Crilici!'tn 23 tlon." The innllP.nr.e of this scientific Ideology can be seen in the particular way literary study was institutionalized. Various crit- ical approaches were available to those in the university who wanted literature to be made part of the curriculum- for exam- morn I or dillndir. nnd !"lO- ciAI crilldsm. Utli Ihe thul ltJut.le thn tulionali7.otion of liternry GormAn tho scientific study of morir.rn langllages And Alinguistir. and ical approach to lilcmlure. 7 Philolugy 11m st:ifmlllh.: rhetoric needr." to the stlHly of litorntllro Rnd to the rest of the aCAdemic community. Though it did not go unchallenged, this scholarship did allow the discipline to t8ke advontage of all the mechanisms for the production and dis- semination of knowledge that other institutionalized disci- plines were developing." Philological study provided a meth- odology that could be used for the classroom practices derived from the German scientific model: the seminar, the specialized lecture, and the research paper. It also made use of the aRencies that the emphasis on reseArch had created for the diffusion 01 knowledge: scholarly journals, university presses, and the an- nual conventions of learned societies. But philology did not simply plug into an institutional com- partment set aside for literary studies; It also effectively de- signed the interior of that compartment. In the early twentieth century, philology allowed the discipline to develop historical scholarship in all its forms (source and innuence studies, exam- inations of historical Lrlckgrounds, and so forth). Indeed, philo- logical research provided much of the agenda for the future of the discipline. The narrower view of philology gave literary a recent RP,nnral hislory. The Orgonlzotion of Knowledge In Modem Amerlc:a. 1fUlO- 1920. ed. Alexandra Ole!lon and John (BAltimore. 1979). 'See William Riley PArkr.r. "The MLA. 1883- 1953." PMLA. 68. no. 4. p1. Z (Seplemher 3- 29. And his "Where Do English DepArtment!! Come From?," Collr.gf! F.nRlil'ih. 28 (February 1967). 339- 51; Arthur N. Applebee. Tradilion and Reform in Ihe TP.Ochingof English: A Hll'ilory (Urbana. III . 1914). pp. 25- 28: And Phyllis Franklin. '''Engllsh Sludles: The World of Scholarship in 1883." PMI.A. 991M .. y 19M). 356- 70. "See the vAhlAhle rhelorir.AI MlchAP.1 Warner. Ion Bnlithe of UlerAlure: 1875-1900," Crilicil'im. 27 (Wlnlp.r 19ft5). 1- 28; Bnd Gr.r .. lrl GrAH. Ulr.mlure: An Inslilutionnl Hi.c;lory IChIcARn. 1986}. 4- 6. Al:o;o :'>P.r. Michael Warner Bnd GerAld GraH. .. The of Lilernry Siudies in Americo: A Documentary Anthology (New York. t909). 24 Rhotorlc and Interprelalion study such basic projects as textual editing, variorum commen- taries, bibliographical descriptions, and linguistic AnAlyses. The broader view 01 philology gava historical scholarship its most ambitious rationale: philology .8 the cultural history 01 na- tions." As philology modulated into a less linguistiCAlly ori- ented historicism in America, it maintained this ideal 01 study- ing a country's "spirit" through Its literary productions. In the first quarter 01 the twentieth century, then, philologicAl research and historical scholarship dominated the institutionai space provided lor literary studies. These communal practices shaped and were shaped by the institutional nature of tha disci- pline, and the lunctions they served became an important part 01 the institutional demands that the rhetoric 01 any new ap- proach needed to address. We can now survey some 01 the ways in which New Criticism effectively served and, in its tllrn, re- vised instltutionallunctions when It came to dominate the dis- cipline by displacing historical scholarship.l. Fi .. t 01 ali, New Criticism provided an Ingenious rhetorical accommodation to scientific ideology. As I've noted, scientific research provided the model 01 knowledge production through which literary study and several othar disciplines were institu- tionalized. The prestige of science continued to grow within the academy during the early twentieth century, but at the same time some members 01 the humanistic disciplines grew in- creasingly discontented with scientific ideology and Its positiv- istic assumptions. In literary study, these two conflicting trends came together in the way the New Critics theorized about litera- ture and criticism in the second quarter of the century. On the one hand, New Critics delended literature agAinst the onslaught 01 positivist values by claiming that literary discourse presented a kind 01 knowledge unavailable in scientific dis- course. On the other hand, New Criticism itself Was sometimes promoted as a "scientific" method of getting at nonscientillc, literary knowledge. This strategic manipulation of scientific ideology can be seen in the rhetoric of John Crowe Ransom. In -Appleben. Tmditlon and Reform, pp. 25- 26. InFor details of the conflict between criticism and scholanhlp In American Illerary study, 506 Phyllis Franklin. "Engllsh Studies In America: Reflections on the Development of (I Discipline," American Quarterly. 30 (Spring 1978). 21- 38; William E. Catn. The Cri!'iis In Crillclsm: Theory. Lilernlure. and Reform in Studies (Baltimore. 1984), pp. 95-101: and Gran. Professing Lilerolure, chaps. 7- 8. Tho In.lilullonai Rhelorlc 01 Lllerary Criticism 25 the early t 940s, Ransom distinguished science Irom poetry, arguing that poelry recovers "the denser and more relractory original world which we know loosely through our perceptions and memories. to Poetry treats "8n order of existence .. . which r:nnnot ho Irenlml in cii:qr.our:qA,"11 rll:q- lanced literature frurn sdcm.:e, Ransom advocated 0 c..:Iusor rola- Iionship between lilernry criticism Anc! sdence: "Criticism mnst become more sr:icnlifir., or precise Anc! systematic. And this meliliS lilut illJlllsl hu tlcvtdopcd by thu t:ollm . .: tlvu Ill1ci effort or leArned persons-which means thAt its prnper sent Is In the universities."" Here Ransom recognized the importance or proposing R "scientific" method of criticism to replace Ihe "sci- entillc" method of philological scholarship dominating the dis- cipline. In Ihis way, New Criticism accommodated itself to the institutiol1ally entrenched model of knowledge production and simultaneously provided a delense 01 its subject matter as au- tonomous Rnd uniquely worthy 01 study. Actually, New Criti- cism laid claim to only a few characteristics 01 scientific method (technical precision, objectivity, neutrality) , but these few were enough lor it to adapt rhetorically to the scientific ideology in such a way that it provided continuity as well as revitali7.8tion lor the discipline. This revitali7.8lion included a humanistic critique 01 carelully chosen aspects 01 scientific ideology. Some New Critics ex- tended a humanistic attack on scientific relativism to the sclen- tism 01 historical scholarship. In "Criticism, History, and Criti- cal RelAlivlsm," Brooks took exception to Frederick Pottle's hislorical study. The Idiom of Poetry, and WHS particularly up- set with the book's historicist premises. Critical evaluation is al- ways relative, Pottle argued, because "poetry always expresses the basis of leeling (or sensibility) of the age in which it WAS written," and thererore earlier poetry can never be judged by ItJoh" Crowo Ransom. The New Criticism (Norfolk. Conn., 1941). p. 281. In ChAP, t RAmmm wnrh out his distinction betw8ftn science lind poetry In a crl1lf1l1ff of I. A. Rlc:hRrrl,,' pArallel dl!'lUnclion between two U!M'J5 of language in his Prinr:i"Ip.s of literary Criticism (New York. 1925). IlRan!'lom. "Critlc:i!'im. Inr. .... In Thp. World's Body (New York. 193ft). p. 329. CAli for A "critical altitude" thai I! "tough, scientific. And aloor from the literary ' illusion' which It "Strategy for Southern nr.vicl'V. 6 (Autumn 1940),235: clled In Kermit VAnderbilt. Amr.rico" l.ilrrolure nnrllhe Acadr.my: The Rools. Growth, ond Malurity of a Pro/c!>sion (philadelphia. 19861. p. 486. 26 Rhetoric and Interpretation twentieth-century standards. "The poetry of on oge (In a collec- tive sensei never goes wrong."" Brooks opposed these histori- cist ossumptlons with his own lormallst claim. oboul poetic structures thot are transhlstDrical: "lunctiDnal Imasery, Irony, and cDmplexlty olo:titude" can be used tD evaluate !'oemsln All oges (CHCR, p. 2091. Brooks argued lurther that a debilitating relativism would certainly result il historical study continued to ignore the universal criteria 01 IDrmalist evaluation. "I Am convinced," he wrote, "that, Dnce we ore cDmmltted to critical relativism, there can be no stopping short 010 complete relallv- Ism in which crilleal Judgments will disappear altogelher" (CHCR, p. 212). Attribullng Ihl. grDwlng danger 10 the lactlhal "Ieachers DI the Humanities have tended tD cDmply with the (scientificJ spirit 01 the age rather than tD resist It," BrDDks argued that in literery studies we have tried "tD be mDre objec- tive, more 'sclentific'-and In practice we usually cDntent our- selves with relating the work In Quesllon to the cultural mAtrix out 01 which It came," thus irresponsibly avoiding normotive Judgments (CHCR, pp. 21 J, 198). The New Critical accommoda- tion to scientific Ideology, then, simultaneously approved one lorm 01 objectivity and criticized another: Ransom advocated a "good" kind 01 lormallst obJecllvlty In the Interpretallon 01 literary works, while Brooks condemned a "bad" kind 01 hlstDr- icist Dbjectivlty lor lailure tD evaluate those works. In this strate- gic way, New Criticism Incorporated Into It. rhetorical appeal the strengths 01 both scientific and humanistic programs within the Institutionalized discipline. New Criticism satisfied a second Institutional requirement when it beceme an effective meonslor Increosed speclolization. The New Critical assumpllon that literature wos an Drdered Dbject Independent DI sDcial ond hlstDricol context entailed a lormalist methodology that could reveal the unified complexity 01 tho! literary object. Since literary meaning was also assumed to be Independent 01 authorlol intention ond reoder response, New Critics stressed the details olthe text-in-and-of-itself. They. therelore developed their methodology by locusing on the liter- ory text in 0 vacuum, or, as they prelerred to soy, on literature as 1lFrederick A. PoUle. The Idiom of Poetry (ltheca, N.Y .. 1941). quoted In "Crlllcism. History. and Critical RelaHvlsm." In The Well Wrought Urn: Srudies in the Structure of Poelry (New York, 1947). p. 207 (hereafter Brooks's work will be dted In text as CHeRI. The Institutional Rhetoric of Literary Criticism Z7 IiterAlure. New Crilics Ihus tried to elaborate 0 crlll- dsm thAI derived its inlerpretive calegorles exclUSIvely lrom IltorAture end not from psychology, sociology, or history. This relection 01 "extrinsic" approoches Included 0 rp.jp.ctiol1 of 1110 historic"1 of ship. The rhetoril: of the new "intrinsic" crilidsm served. the inslitutional lund ion 01 reinforcing Iho indopondnnr.o 01 Ioter- ary shlrty within Ihe Rr.artemy. An Ar.r.omplishmentthAI WAS pArt 01 0 genoral inslituliunal In Alllcrlcull II111vcrsltlo8 between 1910 and 1960. As Slephen Toulmin polllis out; During those yeArs ... the academic: and moved Inlo A new phAse of specialization. Each discipline or "profession" was characterized by. and organized 8S custo- dian of. its own corpus of formal techniques. Into whl.ch new- comers had to be InitiRted and accredited. as apprenllces. So, there WBS a generAl tendency for each of the professions to pull away from its boundaries wllh others. and to concentrate on Its own central. essential concerns.14 In literAry study. New Criticism helped need lor increasing dirrerenlialion and speclolozatoo n . A third lunction 01 New Criticism was its uselulness es a meAns 01 lurther prolessionalizatlon. Since cializalion also mquires prolesslonellsm, the discipline DI liter- ary studies nceded an Approach Ihat what Ohmann calls "the professionRI mission 01 developmg the central body of knowledge and the prolessional service perlormed lor cli- ents."" New Criticism easily salisfied both 01 these profes- sional requirements. It redefined Ihe of the produced by the discipline; where once literary studl.es pro- duced the historical and linguistic knowledge 01 phIlology, they now produced lormalist knowledge about the text In-ond-ol-itself. New Criticism also changed the Priority of USlephen Toulmln. "From Form to Function: Phllo!ophy Rnd Hislory of Science In Ihr. and Now," Doedolus, l06ISummer 1977). "Ohmann. F.nglish in America. pp. 239- 40. See abo MAR81i SarfRttl The 0/ A Sociological (Berkeley and Los I\n- Reles. 19771, n!'lp. c:hiljl!'l. 4 anci12; and Dietrich "Professional Autonomv Bnd Ihr. SodAI Conlrol of Expertise,"In The Soclolo,lty of the Prates- {)odors. and Others. ed. Robert Dingwall end Philip Lewis (New York. 19A31. PI' . 38- 58. 28 Rhetoric and Interpretation the dlsclpline's practices as literary studies moved away from scholarship to criticism. giving ultimate value to explicAtion of Individual texts. The formalist a .. umptlons and textual expli- cations presented the dlsclpllna with a new pedagogy. one that Brooks and Robert Penn Warren's Understondlng Poetry (19381 rapidly taught to members of the profession. More slowly. those same New Critical assumptions and practices also displaced philological scholarship a8 a methodolollY for trRlnlng And ac- crediting the growing number of new recruits 10 Ihe profession. The close readings of New Critical formalism represent the fulflllment of the flnal Institutional function I will point out. New CritIcism constituted a discursive practice for Ihe disci- pline. one that could be easily reproduced and disseminated within a growing profession. It gave the members new Ihlngs to do with old texts; now they had an Interpretive machine Ihey could operate without the traditional and lengthy training of philology. Literary critics exploited this machine to flllthe In- creasing number of monographs and journals the expanding institution demanded. In the 1940s and 1950s. New Critical formalism showed that it could fulfill all of the institutional demands I have outlined. It did so more persuasively than any other available critical ap- proach. even as it simultaneously modified these demands. Again. as with philology. the dominant critical practice and Ihe inslltutlonal space were mUlually deDnlng. Today debales In critical theory take place In terms set by New Critical formalism: Is authorial Intention relevant to correct Interpretation? Is tex- tual meaning separate from reader response? Is the literary work independent of historical context? But even more Important than selling the current agenda for theoretical debate Is Ihe authoritative legacy contributed by New Critical close readings. the detailed explications of individual texts. It is no accident that among the most popular forms of poststructuralist criticism are those that closely resemble the Interpretive rhetoric of New Criticism. a rhetoric emphasizing the complexity of the unique literary work. Thus. despite being constanlly allacked and sup- posedly outmoded. formalist rhetoric still remains a significant presence in literary thought and crllical practice within the discipline of American literary studies. 1
1f1For userul dlscu8slons of his New Critical leR8cy, see Frank Lenlricr.hia, Afler the New Criticism (Chicago. 1980); Jane P. Tompkins. "The Reader In The Inslilullonal Rhelorlc of Lllerary Crillclsm II. Reader-Response Criticism Revisited 29 One problem with the schematic history of the previous sec- tion Is IhRt Ii remains much too general In Its analysis of the institutlonnl rlwtnrk of Acncimllir: Intnrtnnlnlion. To provlrifl more detail. we need to focus on 8 specinc interpretive conven- tion and its rhetorical tactics. First ond foromnst. Intorpretive orr. ... rr.ci pror..nil1rAA for which cunsist of hermeneutic assumptiuns IIItlllHuNltltI In "1'6- cific rhelorical moves. A critic odopts (ond is odorted hy) these conventions in his or her ollempt to de.cribe. explicate. and explain any discourse. whelher 1\ be one line of. poetry. a com- plete novel. or an entire literary Iradition. The hlslory of recent litemry criticism i. a chronicle of rhetorical chon.ges In these shared interpretive strategies. While Ihe conven\Jons of New Criticism domln.ted in the United States during the 1940s and 1950s. the kind of I ,xt rhetorically constituted by that critlcls?, became known for its levels of unity. pallerns of Imagery. IrOniC tensions. and objective meanings. In the sixties and sevenlies. reRder-response criticism joined many Imported and domestic chollengcrs to Ihe New Critical hegemony. and like them 1\ defined texis in terms of formal properties and literary effects different from those identified by the old New Criticism. In the rest of Ihis chapter. I analyze the most widely reviewed version of reRder-response criticism. Ihal practiced by Stephen Booth. Sian ley Fish. and Wolfgang Iser.'1 Th" ShApe of Literary Reader Re"ponse from 10 Posl Struclurailsm (8aIUrnorA. 19801. pp. 20 Jonathan Culler. "8eyond Interpretation." In The Pursuit of Sign. : Semiolici. Lilemlure. (fthaca . N.Y . 1981). pp. 3- 11: Cain. "The 1"sUtu tionll1l7.alion of the New Crlllclsm." In Crisis In Criticism. pp. 104- 21: end EdWArd W. Said. The World.lhe Texi. and the CrHic (CAmbridge. Mass . 1983). pr. 140- 77. "Suhsequent rderences 10 works by.the.e critics will be cited In the text a. follows : WolfgAng The Implied Reader: Polferns of Communication In fleli on (rom Bunyon 10 Beckel! (BAltimore. 19741 (JR): Stephen Booth. "On the VAllie of Ham/('!t.in Reinterpretotions of EJizobr.than Dromo: Se/ffl:ted from the F.nllli.o;h rnstitute. ed. Norman Rahkln (New York. 1969). pp. 137- 76 IVItI ; Stephen Rooth. An Essoy on Sonnets (New Haveo. Conn .. 1969) IF-SS): StAnley E. FI!,h. Surprised hy SIn: The Reader In "Pnmdi!lip. Lost, " 2rl erl . (Rerkeley. 1I11t) (SS): Stanley F.. Se/(Commmiog The F.xp('!rienc:e of SeventeenthCentury Lilemlurr. IBerkr.ley. 1912) (SA). lIere J am Interesled only In these early texis of practical criticism (with 30 Rhetoric and Interpretation In the early seventies, the critiques of formollsm gained added force from political discourses, such as feminism and neo- Marxism, that transcended the debates within academic literary criticism. Similarly, In the reader-response attack on New Criti- cism and the affective fallacy, there appenrs to he 0 connection between the early talk of "reader liberation" and the liberation- 1st rhetoric of the New Left. Ellorts to free the reader-student from the authority of the aulhor, lexl, or teachAr al flrst sAemml to be allied with the more broadly based attacks on political oppression and authoritarianism, attacks taking place on and off college campuses In Ihe late sixties and early seventies. This connection was made explicit by some reviewers of eorly reader-response criticism. Objecting to Walter Slatoff's With Respeelto Readers (1970), Harry Woelfel wrote: "In times such as these when subjectivity has been raised to Godhead and students everywhere are goaded to 'express themselves,' ... Slatoff _ . . plays guru to the new cult of subjectivism." More sympathetically, Jan Pinkerton began a 1972 review of several books with the observation that "there are some sorts of criti- cism that should be spiritually (if not materially) Implicated In the recent disruptions of the American university," but implied that Slatoff's notion of "relevance" was a positive remedy to a naive critical objectivity and an undesirable "authoritarion- ism."' In "The Revolt of the Reader," Terry Engleton wittily sums up this view of the counterculture origins of reader- response criticism: "The growth of the Readers' Liberation Movement (RLM) over the past few decades hos struck a deci- sive biow for oppressed readers everywhere, brutally proletari- anized as they have been by the authorial class. ",. But the shift in the seventies from talk about authors and texts their slmllerlliell In Interpretive rhetorlcl and not In the thftOretical dls"Sff!e- menls that arose later between, for example, Fish and 15ef. For Ihe!'lB laler dlsputes,aee Is"r. "Intervlew," Diacritic., 10 (June 1980). 72-73; Fish, "Why No One's Afraid of Wolfgang Olacrillcs, 11 (March 19811.2-13; and ber, "Talklng Like Whale.: A Reply to Sian ley FI.h:' Dlacrlllc., 11 (September 1981J.82- 81. 18Harry W. Woelfel III, Review of Sialoff'. WUh Rp"pP.Cllo Reade,., . Soulhp.rn Humonities Review. 9 (Summer 19151, 339; Jilin Pinkerton. "Rp.nectlons on the Classroom and Recent Literary Criticism." College English. 33 (February 1972). 600.605. 1rrerry Eagleton. "The Revoll of the Reader:' In hi. Agoin!f Ihe Groin: Se- leeled Essay! (London. 1986). p. 181. . , The Jnatllutlonal Rhetoric of Lllerary CrJtlclsm 31 to talk Rbont rearlers and reading actually had only a very medl- Hted connection to any radical politics. In fact, the critical shift owed much more to lis rhetorical situation within the discipline 01 literary studies than It did to any New LeI! rhetoric active within Ihn Illrgl!r cullurnl r:onvp.nmlion. In thp. "lnr:A, thfl extremely divergent approaches 10 readera reading wo.uld prob- 8bly novor hRvo Imon groupod Ingothor undor tho rllhrlr. ronrlnr- rORpnn.o or rAnclnr-nrlontnd crltid.m If It we", nnt lor tho In- stitutional hegell1uny of New Crltkul 10rll1u Ii " 111 with It. pro- scription ngRinst tho nffnctlve fallncy. Rondor-critir.. thom.elveo encouraged this antilormallst framing by explicitly rejecting and writing against the affective fallacy. However, this apparent similarity and the shared critical vocabulary covered over very different ways of talking about the reader and his (and, only later, her) reading experience. 2o Throughout the seventies, for example, reader-response critics began with differing concep- tions of the relation between reader and text: Gerold Prince and Peter Rabinowitz olten focused on the reader in the text ; David Bleich and Norman Holland on the actual reader's complete dominance over the text; and Stephen Booth, Stanley Fish, Bnd Wolfgang Iser on the ideol reader's Interaction with the lexl. Or agoin: lor Prince and Rabinowitz the Inscribed readers (th? na.'- mtees Rnd other implied audiences) were part 01 the meanong m the narrative; for Bleich and Holland meaning was a creation by and in the individuol reader; for Booth, Fish, and Iser meaning was a product 01 the interaction of readers and texts. 21 2"For elr.htiled comparisonlll of various reAder-response approAc:hes, 1I8e my Inlerprf!fivc Convention!; : The Reaaer In the Siudy of Americon Fiction (Ithaca , N.Y .. 19821. pp. 19- 65, and Susan R. Sulelman. "Introduction: Varlelies of Audlcnc:e-Oriented Criticism," In The Reader In the Text: E!;!;oys on Audience and Inlerpretation. ed. Sulelman and Inge CrosmAn (princeton. 19801. pp. 3 - 45. Aililo Sf!8 TompklnR. "An Introduction to Reader-Response Criticism." In Reoder.Respon!;c Crifici!;m, PI' . Ix- xxvi; Elizabeth Freund. The Relurn of the Reader: neoder. Respnm:eCrillclsm (London, 1987); and Leitch. American I.iler ory Criticism from the Thirllp.!'II to the EIRhtles (New York. 19881. pp. 211 - 37. 252- 59. On thr.llIIlIIue of Mender anel the Identity of " the reader." AM Gender ond ReorlinM: F.l'>soy" on nP.fJders, Tp.Jlb, and Contedlil . ed. Elizabeth A. Flynn and PAtrodnio P. Sc:hweir:kArt (RAllImore. 1986). Throughout this sec:llon I have Attempted to U!;e the inc:lu!;lve "rcaders" and the corrcspondinR plurAl pro- nounR. except whr.n the rr.Ader-response critic I am Quoting uses slnRular. ma!'lf:uline form:\ . liThe di!'ltinr.iio"" mAde here arA provisional and ApproximRte. useful only Alii 8 way of Initially mapping the reader-oriented per!;pectivp.. For example. 32 Rhotoric and Interpretation Thus, only the slippoge of critical terminology and the conve- nience of metacritlcal grouping mode possible Ihe collection of such different theoretical assumptions under one critlcnllabel. But such slippage and grouping were almost Inevitable given the Institutional hegemony of New Criticism_ That Is, evmy I1P.W American BpproBch to criticism In the sixties and seventies defined Itself and was itself defined against the dominant criti - cal discourse_ This Is one way, then, In whir.h the rhetorir.nl situation of early reader criticism was relatively independent of a larger cultural conversation extending beyond the aCBdemy. Reoder-orlented criticism's obstocles and opportunities werB demBrcated quite specificBlly by its time Bnd plBce within the professional discourse of Bcademlc literary criticism in the eorly seventies. 22 This relotive outonomy Is even more pronounced for the reoder-response criticism of Booth, Fish, ond Iser. it is probAbly true that certain forms of subjectivist, psychologically oriented reader criticism did achieve some Influence pedogogicolly be- cause of on apparent consistency with liberationist rhetoric on college campuses." And perhaps all forms of reader criticism benefited from (or became guilty by association with) this some Prince's and Rabinowllz'slheorles 80 well beyond talk about In"crlbed feaders; lee Prince, NormlaloBY: The Form and FuncUonlns oJ Narrative (Berlin. 1982) and Rabinowitz. Before Reodins: Norrolfve Conventions and rhe Pollfles of Interpre'ation (Ithaca. N.Y., 1987). Bleich .nd HolI.nd ailio hftV6 much more complex approaches to reading than are .ugeated by my easy dhltlncllons here: . lee especially their more recent work: Bleich. "lnler.ubJective RoadlnR." And Holland. "The Miller', Wife and the Pro'euon: Que.llons.bout I h ~ Tranuctlve Theory of Reading." both In New Literary History. 17 (Spring 1986). 401 - 21 and 423- 47; Holland. Loughln8 (lthBce. N.Y .. 1982) and The' (New Haven. Conn .. 1985); and Bleich. The Double PertpectJve: Lon8uose. Literacy. and Social Relnrions (Oxford. 1988). cr. Robert C. Holub's comment aboulthe ex post facto labeling of "reader-response" crllics.in Reception Theory: A Critical Introduc- tion (London, 1984), pp. xII - xIII. UI should. of course. talle. of the re-emergence of ",Bderorlenteel criticism in the late sixties. not only because or the long rhetorical tradition of audir.nr.e- centered criticism and theory In the West but also because of the twentir.th- century worle. of such theorbls as I. A. Richards. Kenneth Burke. Wayne Booth. and especially louise Rosenblatl. A revised edition of RO!'lcnhlaU's c l a ~ ~ 1 c I.iff!r- oture as Explorolion (New Yorle.. 1938) appeared In 1968 and 8 third edition in 1974. See also Rosenbhttt. The Reader. the Text . he Poem: The Trunsoctionol Theory of Ihr. Liferury Work (Carbondale. 111 .. 1978). USee. c .g .. R. W. Lid and Philip HAndier. "Radical Chic and the Llberalion of the Reader," Theory into Practice. 14 (luoe1975). 149-55. The Instilulional Rhetoric of Llierary Criticism 33 Iiberationist rhetoric simply by using a reader vocabulary In the context of the terminological slippage described above. Far more important. however. were the institutional continuities offered by the reader-responsecrlliclsm of Booth, Fish, and Iser. It 15 tho inslihttionnl r.nmhtnntfnn of rormnllst r:nntlnuitlfls with reader-oriented voriutiof1s, rot her tholl ony cy.lru-lnstHutiunol affiliAtions with Nnw Left rhetoric, thAt Aemunt. mo.t dAcI- .ively for whAtnvnr pn"uAslven.ss this type of reAder-response crilidsm attained. In mnny specific nnd RAnArAI way., Nflw Crltir.nl formAII.m still influences the way American criticism rhetorically func- tions In theory and practice. Ever since New Criticism estab- lished the expliCAtion of Individual texts as the privileged ac- tivity of literary study, every new approach has had to prove lis worth by effectively applying its proposed methods In close readings and then defending lis procedures and resulls in an accompanying theoretical justification of its assumptions. Thus, the rhetorical project for an emerging critical perspective neces- sarily involves A threefold strategy: providing persuasive, de- tailed interpretations of valued literary texts; presenting a strong case for the theoretlcala.sumptlons underlying the Inter- pretive method; and displaying a tight fit between the critical theory and the interpretive procedure. As we will see wlt-h reader-response criticism, these three rhetorical concerns in- volve every aspiring critical approach in severAl different In- stitutional debates at once, debates embedded In both the most recent discussions of rritlcaltheory and the evolving Interpre- tive history of specific literary texts. By describing the assump- tions and tactics of one form of reader criticism, I intend my analysis to illustrate how,though they differ In detail, all critical approaches function rhetorically as Institutional sets of inter- pretive conventions. Before enacting And describing the interpretive rhetoric of reader-response criticism, we should look more closely at the interpretive Assumptions underlying the project . The crucial, indeed the founding, theoretical claim of all reAder-response critics is their explicit rejeelion of New Critical formalism and its purported assumption of An inactive reader, a reader simply acted upon by the texl. Since the late sixties, reader-response critics have championed the reader as on active participant 34 Rhelorlc and Inlerprelatlon ralher than a pas.lve observer during the reading process. In hi. pracllcal criticism, Wolfgang Iser focuses on "gaps" In the text thaI stimulate the "reader's creallve participation" (IR, p. 275); and Stephen Booth's analyses of Shakespeare's sonnet. empha- size the "reading experiences thaI result from Ihe multlpllclly of organizations Iformal, logical, Ideological, etc.lln which, over the course of fourteen lines, the reader's mind participates" (ESS, p, Ix). Therefore, a typical (and, for my pur po h.re, central) act of readerly participation Is the contribution readers make to the les80ns they learn from a text. For example, Iser describes many reading experience. in which readers work things out instead of being told (e.g., IR, pp. 41-45, 154), and Stanley Fish often examines a text that "does not preach the truth, but asks that its readers discover the truth for themselves" (SA, p. 1). In such practical criticism, the stage for action moves from the literary work to the reader's mind. What Fish says of Porodise Lost is true for most texts discussed by reader-response crill- clsm: the mind of the reader becomes the "poem's 8cene" (SS, p. 1). In Its strongest form, such criticism sees meaningltseif as "an event, something that happens, not on the page, where we are accustomed to look for it, but in the interaction between the flow of print (or sound) and the actively mediating conscious- ness of a reader-hearer" (55, p. x). Reader-response critics oHer descriptions of this interacUon, descriptions that often lake the form of talk, not about "what a work soys or shows" but about "what It does" (Booth, VH, p. 138). A crucial issue for these critics is the identity of the reader whose experiences they portray: whose reading responses are being described? Iser refers to the "implied reader" of his book's title as a term Incorporating "both the prestructuring of the potential meaning by the text, and the reader's actualization of this potential through the reading process" (IR, p. xii). Iser also refers to the "educated reader" (p. 58), a close relative of the "ideal" or "Informed reader," whom Fish describes a8 a person "sufficiently experienced as a reader to have internalized the properties of literary discourses, Including everything from the most local of devices (figures of speech, etc.) to whole genres" (SA, p. 406). In actual critical practice, all of these theoreti- cal constructs become indistingUishable from the "intended " . , 'i' , , , , I I I I I , , , I The Instilutional Rhetoric oi Llterory Criticism 35 reader," the person "whose education, opinions, concerns, lin- guistic competence., .nd so on make him capable of having the experience the eulhor wished to provide."" in this version of reader-response criticism, the author becomes a monlpulolor of with nr hcr Im:hlllqlln:q RllhlhlA tho To/Hlnr 10 thn Intended response. To describe II1OS0 mActions, roa<.lor-r081'01190 l:rllll:9 Adopt A I.mpnrnl moctnl of thn rAArlinll prnr.nss. Fish hns mnrln Iho following helpful dislinctlon belween formalist and reader- response enterprises: The tines of plol ond argument, Ihe begtnning . middle . and end . the clusters of imagery, all Ihe formal features Ihat are ob- serVAble when we step back from the reading experience. are, during thet experience, components of 8 response: and the struc- ture in which they are implicated Is 8 structure of response. In other words. there is n' necessary relationship between the visible form of 8 work and the form of the reader's experience- one Is 8 complex of spallal. tho other of temporal. pallerns-and since H is In the context of the Inlter thai meaning occurs, a crillclsm which reslricts itsell to Ihe poem a. 'object' will be inadequate to its pretention.. ISS. pp. ix- xl Iser and Booth share Fish's preference for a temporal over a spatiai modei of Ihe reading experience. Booth describes a "suc- cession of acllons upon Ihe understanding of an audience" (VH, p. 139), while iser focuses on the "potential time-sequence which Ihe reader must inevitably realize" (IR, p. 280). The Inlerpretive assumption. of every criticai approAch form the enabling beliefs upon which its enterprise Is founded. So it is wilh reader-response critici.m. fnterpretive as.umplions about the reader and Ihe temporal reading process provide 8 basis for the rhelorical strategies of it. practical criticism. In the following section, I will provisionally adopt the inlerpretive conventions of render-response criticism In order to provide a 'pecific crilical performance for further analysis. Thi. brief ex- Z4FI5h.ls Thr.re n Tr.;J(f in This Closs? (Cambridge. . 1980). pp. 1HO- 61 . cr. JonathAn Culler. Siruciumli:o;f Por.lics (ithAca. N.Y .. 19751. pp. 113- 30. on "literary r.ompclcnce," and my Inlerprelive Convenlions. pp. 94- 113 on " Inferred intention." a6 Rhetoric and Interpretation ample uses In combination some of the rhetorical moves that I will later discuss separately. III. Learning to Read The question of the vanishing narrator In Moby-Dlck has per- plexed critics since the earliest reviews of the novel. The re- viewer for the London Speclotorexpressed hi. concern In the.e words: "1\ is a canon with some critics that nothing should be introduced into a novel which it Is physically impossible for the writer to have known: thus, he must not describe the conversa- tion Of miners In a pit If they all perish. Mr. Melville hardly steers clear of this rule, and he continually violates another, by beginning In thaautoblographlcal form and changing ad libitum Into the narrative. "2. Though the first criticism results from the omission of the "Epilogue" from The Whole (the British edition of Moby-Dick), the complaint about the change from autobiogrA- phy to narrative is a precursor to later academic questions about what happens to Ishmael as narrator in the last quarter of the novel. Critics most often arrive at one of two conclusions: one side in the debate claims (with the Spectolor reviewer' that Melville creates an artistic problem by changing narrators in mid-slory; the olher side denies thaI fshmael actually disap- pears. Another interpretation Is also suggested: Ishmael does vanish as narrator, but his disappearance serves an aesthetic purpose. 2 My own view follows from this lasl Interpretation. I see the vanishing narrator as R consequence of Melville's careful rhetorical plan: teaching the reader 10 read. Outside the pages of his fiction, Melville spoke disparagingly of the "tribe of 'general readers'" who were most responsible for nRevlew of The London Speclolor. 25 Oclober 1851. reprinted In Moby-OJcJc as Doubloon. ed. Hershel Plrker Ind Hanlson Hayford (New York. 1970). p . 12. HFor II sampling of the Inlerprellve debete. Sett Waller E. R87..8nSOn, "Moby- Dick: Work of Arl," In Moby-Dlck Centennia' Essoy!, ed. Tyrul Hillway and luther S. Mansfield (Oaltas. 1953), pp. 30- 58; Glauco Cumbon, "Ishmael and the Problem of Forma' Oiscontinuilies In MohY-Dick," MLN. 76 (June 19611. 516- 23; Paul Hradlkorb, Jr., Ishmael's While World (New I-faven, Conn., 19651. pp. 1- 10; William B. Dillingham, "The Narrator or Moby-Dick," Stud- ies. 49 (19681, 20- 29; Edward H. Rosenberry. Melville {London, 19791. pp. 80- . 81; and John Miles Foley, "The Price of Narntlve Fiction: Genre, Myth, and Meaning In Moby-Oick and The Odyssey," Thought, 5910ecember 1984),446. , I The Institutional Rhetoric of Literary Criticism 37 the ract that "it is the least port of genius that attracts admi ration." In his novels Melville took rorms popular with this audience-whaling adventures, sensational Gothic romances, picaresque travel tales-and used them for his own kind of truth.tdlinll. "" wrnt" with n ,fisRui."n nllnl pmpo.,,: to "ntor- tain and deceive the pupular audience with buuks that suld be- cause they could not (,0 known for whntthoy worn hy "tho su- perficinl .kimmer 01 paR" .... ann In the.e me hooks to reveol to the "eogleeyed rcud"r" the truth "covertiy, alld lJy slIutches."" Thus Melville hegnn Pi,,,,,, with the inlentinn of writinR n Inlly'R magazine romance lor the popular audience, while he simulta- neously composed a profound psychological exploration for his more perceptive readers. 2ft It was on this "eagle-eyed reoder" that Melville locused his rhetorical attention in MobyDick. Early chapters or the novel prepare the way for loter ones, not simply by revealing new In- formation but by arming the reader with Interpretive habits, spe- cific ways of reading. In the early chapters, Ishmael (a school- master on land) teaches his readers to see the rich significances of the later chapters. Indeed, reading Moby-Dick is a process of learning to read it. From the first, in "Loomings," Ishmael encourages the reader to "dive," to search lor the deeper meanings. As Harrison Hay- ford observes, Ishmael "exhorts us to confront, and, if we can,to explain the meaning of a series of analogical situations, stated in various images."" The mysteries of the first chapter are fol- 27The Rrst quotation 'n Ihill paragraph 15 from Melville's leller 10 Nathaniel Hawthorne, 1(?1 June t85t. All of the other quotllllons lire from Herman Mel- ville, "Hawthorne anel 'lIs Mo!ses," Literary World, 17 end 24 August 1850. 80th of the:'le documents ere reprinted In the Norton Crlticel Edition of Moby- Dick, ed. '""rlson Hayford and Hershel Parker (New York. 1967), pp. 535- 60. All quotationll from Moby-Dick In this section are from the Norton edition. 2"8rlan f-ligglns And fferllhcl Parker, "The Flawed Grandeur of Melville'! Pierre." In New Pel1tpectlves on Me'yllJe. ed. Fallh Pullin (Edinburgh, 1978), p. 16Z. :WJ-lImlson Hayford. " 'l..oomlnRS' : Varns and Figures In the Fabric," In Artful Thunder, rod . Rol>P.rt ' . DeMntt and Sanford E. Marovllz (Kent, 0 ., 19751. p . 12:1. My Interprr.tAtion of Mohy-Oid is derlvr.d from the and of Ihlyford; hi!! rmuiinR!I haye been developed further and on to me by J-Imshel Parkr.r. ThotlRh nr.ithr.r Melvillr.an should 00 hr.1rt Accoun'fthle for whAt I do with hi!llnlli iRht .. . J owe 8 RrcAt deht to hath. for they hAve tauRht mp. how to mad Melville's mastr.rplccc. I should also note here thAt in hill Artide "Unnecessary Duplir./tles: A Key to the Writing of Moby-Dick." in Pullin, New 38 Rhetoric Bud Interpretation lowed by others, as Ishmael makes out 01 everything a puz7.le, a problem: the true Identity of Ihe "Block Parliament" (chap. 2) ; Ihe "boggy, soggy squltchy picture" In Ihe Spouler-Inn;'" Ihe "mystifying and exesperating slorles" laid by Ihe landlord; Ihe use of a mysterious "door met"; "whol 10 mokn of Ihi. Iwoc!- peddling purple rascal," Queequeg (chep. J); the meaning of Queequeg's tatoos, which were like "an Interminable Crelan labyrinlh"; the memory of a childhood "myslnry" (r.hop. 41; Father Mapple's dragging up of his pulpit ladder, an acl Ihal "must symbolize something unseen"; the pulpit itself, so "lull 01 meaning" (chap. 8); and the mop to Ihe Nanlucket Try Pols (chap. 15). At one point Ishmael makes his lesson explicil: "All these things are not without their meanings" (chap. 7). In lacl, all 01 these early puzzles prepare the reader lor the more compli- caled puzzles 01 Ahab and Ihe Whale. Later, in "Moby-Dick" and "The Whiteness of the Whale," Ihe reader's instruclion continues, as Ishmael struggles to explain the "symbol" 01 the White Whale, first In Its unitary significance to Ahab and then in its multiplicity of meanings to himself. By the last quarter of the novel, the reader's training is com- plete. If readers have learned their lesson well, they no longer require an explicit guide to encourage them to make a puz7.le oul of everything. They now see the signifying nature of all things on their own. Thus Ishmeel disappears as narrator In the laler chapters because he is no longer needed as a teacher. The reader uses him up by learning his lesson-the lesson of how 10 read the novel. The structure of the reader's response can be lurther par- ticularized. The specific habit of mind that Ishamel encourages in the reader is best illustrated (as Harrison Hayford has shown) by the first chapter: the crowds (Including the reader) are con- lronted by the mystery of the sea, and what these Inlanders discover is not on easy solution to the mystery, not on obvious signification for the symbol, but rather the "ungraspable phan- Perspeclive!, pp. 128- 61. Hayford provides In plIlIfIIlnR II VAry different r.xplanA- tion from the one I suggest for the dhJsppearance of Ishmael .. , narrator. 3"ln another reaclflf-ff'!spon!'l8 analysis of Mobr-Dick. Carey H. Kirk nolc!'! thAt thl!! picture "provldes8 u!leful model as WCl"UI8 dl8conceriinginitiAIion forthe would-be Interpreter of Mohr-Dick" ("Moby-Olelc The ChAllenge of Re:'!pon:'!e," on I..onguoge and Lilerolure. 13 (Fall 19771, 384). Cf. Morlon L. Ros!t, "Moby-Dick as an Education," Siudies In the Novel, 6 (Spring 1974), 71 - 73. The Instilutlonal Rhelorlc of Lilerary Criticism 39 10m ollile" (chap. 1). Readers are taught to follow Ihe example or Ishmael (And laler Ahab) In turning "every object, situRtlon, and person Ihey confront Inlo a problem, one which cannot be solved, a my.lery whose lurking meaning cannol be followed to Its IIllimntn nlllddution" (Hnvfnrd." ,. Jlfl 121 - 22). The pallern Iluyfurd for Ishmue!"s lJuzzlinK Is 01.0 on accurale dcpklion 01 the mod or's oxperionce: "r.onlronlnlion- explorntinn-nonsnlillinn of A prohlem." This pAUr.rn is repentmi in (;haplcrt) lur huth IsllllwcI uIllllhc rcmlcr. "MolJy-lJlck," for example, begins with the prohlem 01 whot Ihe White WhAle means 10 Ahab. This queslion is explored and a theory set forth, bul Ihe chapler ends with Ishmae!"s admission thai he cannot undersland why Ihe crew follows Ahab: "All Ihis 10 explain, would be to dive deeper Ihan Ishmael can go" (chap. 41). Again and again, Ishmael and the educaled reader recognize that, though "some cerlain significance lurks in all Ihings" (chap. 99), Ihat significance cannot always be captured. The guid ing lesson is clear: "Read it if you can" (chap. 79) . The reader's education and Ihe pattern of his or her response Indicate Ihe lemporal slrucluring 01 Moby-Dick, Ihe care In Ish- mael's "cRreful disorderliness" (chap. 62). Not only does this Inlerpretalion dissolve the problem 01 the vanishing nArrator, it also suggesls a perspective on anolher critical conlroversy: it is nollshmael who changes In the telling but reoders who change in Iheir reading. IV. Rhetorical Tacdcs I will trust in my own readers' interpretive skill to flesh oul this bare-bones explication. This brief demonstration of reoder- response criticism cnn now serve as an additional source of examples in Ihe lollowing analysis of that criticism's rhetorical moves. But firsl some observations. Note how Ihe .bove Inter- prelation rhetorically situates itself in the critical history of the novel. II does not simply present a reading. Rother, it first identi- fies an interpretive problem constituted by past critical debates. This is a paradigmalic rhetorical stralegy in academic criticism: by claiming Ihal past critics have argued over an inlerpretive problem,lhe new interprelalion attempls 10 convince its readers 01 bolh Ihe significance of the problem and the value of its pro- posed solulion. The rhetorical importance ollhistadic should 40 Rhetoric and Interpretation nol be underestlmaled. For Irom being an unnecessary riluolln- traducing academic Inlerprelatlons, the rehearsAl 01 past crilical debales eslablishes Ihe reason why Ihe crilic's reader should bolher 10 proceed furlher. Reading a texl's critical hislory In order 10 produce an Interprelive problem CAnnot be rh"torir.Aliy separaled lrom Ihe new reading of the textlhat solves the prob- lem." As we will see in a momenl, reader-response crilicism allen gives a special Iwlsl 10 this rhetoricnlll.e 01 past crilir.ism. The success or failure of any new crilical project depends partly on the persuasiveness 01 lis accompanying Iheory, the loregrounding of its assumptions, illustraled In section II lor reader-response criticism. Bul even more Imporlanl In a disci- pline with a New Crllical legacy of close reading, Institutional success depends on Ihe persuasiveness of specific Inlerpreta- lions 01 specific texIs. Each new approach to liIerature therelore develops a sel of rhelorical moves Ihal can be repealed and inlerrelaled 10 produce Interprelations thaI appear as simulta- neously original and persuasive-original in Ihat they allow criticism 10 say something new aboul old interpretive problems and persuasive In that they connect up wilh what is already accepted as true. In this section I analyze the rhetorical tactics of reader-response criticism 10 show how that approach attempts to persuade its readers to accepl specific interpretations and the critical project as a whole." Several of the rhetorical moves below are Intricalely related to ench other, so I will be pulling apart what always appears as a lightly woven unity in any persuasive critical performance. Sev- eral of these moves are closely related because they arise from the same interpretive assumptions; for example, the description of successive reading activities and the analysis of response patterns both derive from the adoption of a temporal reading model. Some strategies have an added relationship, being re- finements of more basic moves; Ihe variations on the reader- character axis will serve as an example. All critical approaches manifest a similar network of strategies, strategies anchored by an unquestioned core of premises and interrelated either as :JISce Adena Ro,m.rin. "Ifermeneutlcs veraus Emllc.: and Inlerpmllve History," PMLA. 100 !January 19851. 20- 37; and Slimley Fish. "Short Peoplo Gol No Reason 10 Live," t 12 (Winter 19A3), 115- 91. :USee SIan ley Fish. The Living Temple: Geo"Kf! Herbert and Colr.chizing (Berkeley, 1978). pp. 170-73, and Is There 0 Text? pp. 365- 69. The Inslitutlonal Rhetoric of Literary Crillcism 41 derivations lrom a common assumption or as varialions and refinements of other critical strategies. The description of successive reading activilies Is Ihe most common move made by the reader-response critic. I am dlscus.- ing. Thmm for:u::; on "Ihn minrlln tho nd of mnklnR SAmm, rolher thllll ollihe sCllse it filially (a lid oftell mukes" (Fish, SA, p. xii). Thoir desroriptions of tllA lompornl ronfiln!! expcrienr:e of len prof:fmd section hy section. line hy line, even word hy word . The lulluwlng exulllple III Ih" slrnh'8Y Is lrom Fish's 0110 lysis nf A passngo hy Allgllstino: "Tho fi,"1 port 01 the sentence-'He came to a place'-establishes a world of fixed and discrete objects, and then the second half-'where he was already' -takes it aWRY" (SA, p. 41). Here readers are first given something and then they lose it . By contrast, Fish would argue. a holistic interpretation of Augustine's sentence Ignores this tem- poral experience and provides only an impoverished meaning extracted After Ihat experience. Booth, Iser, and others use this same strategy on longer passages, Just as I do in my analysis of the successive puzzles in Moby-Dick. What such a move demon- strates is Ihat form, as Carole Berger points oul, "also has a temporal dimension, manifest in the reader's sequential experi- ence of 8 work. ":JJ A related strategy is also based on this assumption of a tem- poral reading model : any pallerns found are ploced not in the text but in Ihe slruclure of the reader's response. For instance, Boolh writes that "the audience's sensation of being unexpec- tedly and very slightly out of step is repeated regularly in Hom- lei." This pallern plays a central role in Booth's thesis that the play "Is Insistently incoherent and justa. Insistently coherent" (VH, pp. 140, 1391. Patterns of a similar temporal nature are posited throughout Fish's applied criticism. In one book, he demonstrates how the poems in Herbert's The Temple work "by Inviting the reAder to a premature Interpretive conclusion, which is first challenged, and Ihen reinstaled, but in such a way as to make it the vehicle of a deeper understanding" (Living Temple, p. 351. This pattern is a more complex version of that descrihed in his previous book. In the "self-consumingartifact," the reader "is first encouraged to entertain assumptions he prob- :tlCRrolr. "Thr. RAke end Ih" Render In Jane Novels," Siudies in English Ulf'ralurr.. 1500- 1900, 15 (Autumn 1975), 5 .... . 42 Rhelorlc and Inlerprelatlon ably already holds and then is later forced to reexamine and discredit those same assumptions" (SA, p. 10). Still earlier, Fish found a simpler pallern in Paradise Last: "mislake, correction, instruction" ISS, p. 42). Similarly, my analysis of Moby-Dick uses the "pallern of confrontation-explorAtion-non.oluliol1" that Hayford sees for Ishmael as a description of the reading experience the novel provides. The allempt to describe these sequentiAl Activities and lem- poral pallerns always presents itself as an allempt to close the gap between criticism and reading. As one reader-oriented in- terpreter puts it, "It may be truer to the reader's experience of the text to speak of a succession of moments that yield varying ellects_"" To be "truer to the reader's experience" is the repre- sentational goal of reader-response criticism. Mindful of the New Critics' allack on the "allective fallacy," reader-oriented critics such as Fish in his "affective stylistics" try to beat the objectivists at their own game: Formalist criticism, Fish argues, "is 'objective' in exactly the wrong way, because it deter- minedly ignores what is objectively true about the activity of reading." In contrast, his analysis "In terms of doings and hap- penings is ... truly objective because It recognizes the fluid- ity .. _ of the meaning experience and because it directs us to where the action is-the active and activating consciousness of the reader" (SA, p. 401). In an Institutionalized discipline pre- occupied, as we noted In Chapter 1, by fears of Interpretive relativism, Fish turns aside the charge of subjective Impression- Ism by advocating a more comprehensive objectivity. He then enhances his objectivist ethos further by arguing that he de- scribes the reader's experience, that Is, the responsible re- sponses of an "informed reader" with competencies that are polentially formallzable {SA, p. 406).3. Thus reader-response critics claim to Identify the description of reading with the act of criticism and purport to represent accurately the temporal reading process In their analyses. To convince others that this descriptive claim is valid, the reader- response critic often resorts to the device of ciling other readers' l4Robert W. Uphaus. The Impossible Observer: Reason and rhe Reader in Eighleenfh.Cenfury Prose (Lexington. Ky . 1979). pp. 17-18. 35As noted In chap. 1 above. Fish ha,glven up theseobtectlvisl prelenslonsln his most recenllheorizlng and has himself provided a sU88estive analysis or his earlier meta-crHlcal claims (see Is There 0 Texr1), The 1",lilulion.1 Rholorlc or Literary Crillcism 43 reoelions. Boolh' s "Preface" best illuslrates this device 01 using evidence external to one's own reading experience: "I have allempled 10 demonstrate thot the responses I describe are prob- able In a reAder Dccu.tomed 10 Elizabethan Idiom. I have also l')lIotmf of IrmAlh from Ihr. of Iho nnrl who hove prm;mJnu m6 In the study of the sun nets; their com- ments, Rlosses, and emenrlallnns prnvlclo tho hosl nvnllnhlo ovl- dencelhallhe responses I rlesr.rihe Me nol irliosvnr.mlir." (ESS, p. x). In his dis(;lIssifJIl of lIumlt:', Buoth nlso lI!iC!i ollwr responses in demonslraling the confusion ho c1nims 10500 in IhA reader's experience of the play; thus he argues that it is intended Incoherencies in the text that couse critics to propose stage directions to "make sense of Hamlet's improbable raging at Ophelia in IIl.i" (VH, p. 137). I employ a simi lar stralegy in my analysis of Moby-Dick, when I cite the perception by Melville critics that Ishmael disappears as narrAlor. Their inlerpretotions serve as evidence for the final Act I posil in the reader's education-the learning of Ishmael's lesson and his resultant loss as teacher. Fish also uses such evidence bul pushes it in different directions. For example, he uses a critiCAl controversy over the meaning of a passage to show that two contradiclory meanings are equally available, his usual conclusion being Ihat the recognized ambiguity is 10 be experi- enced, not resolved, by the reader. In fact, Ihe reader's recogni- tion 01 ambiguity becomes the meaning (Is There a Text? pp. 150-51). Anolher slrateglc use of other crillcs' readings Is to show an aUlhor's success in trapping the reader; thai Is, a crillc's interpretation is taken not as the "right" response but as evi- dence Ihat Ihe aulhor encouraged the "wrong" response so that he could later correct the reader (e.g .. SA, pp. 219- 21). In all of Ihese ways, reader-response critics show themselves to be espe- cially adept at making a usable past aut of a text's interpretive history. This first group of rhetorical moves derives from Ihe basic assumption thai criticism should analyze the temporal reading experience. Reader-response critics try to describe successive reading activities and pallerns of response ond validate their descriptions with evidence from ather critics' reactions. An- other strategy is used to support nat individual analyses but the whole enterprise 01 concentrating on the reader: the accumula- tion of exlernal evidence 10 demonstrate aulhorial concern with 44 Rhetoric and Interpretation readers. This strategy Is loss a part 01 the reader-oriented analy- sis than an argument for its critical respectability. Thus wo find Iser referring to letters in which Richardson states that "the story must leave something for the reader to do" and other leller. In which Thackeray showl he "did not want 10 8,IiIy his readers, but to leave them miserable" (III, pp. 31, 116). Roger Easson makes a similar move In his reader-response analysis of Jerusolem, which begins: "Repealedly, In his correspondence, in his marginalia, and in his poetry, WlIIiam Blake expresses an abiding concern with his audience."3. My use of a Melville leUer and his essay on Hawthorne has Ihe same rhetorical pur- pose as these other critical move.: to prove that my emphasis on the reader was shared by the author of the text I am analyzing. Whatever is said at the level of the discipline's theory about the "intentionel fallacy" or "the death of the author," references to authors continue to purchase rhetorical leverage for one's inter- pretation, and even a reader-oriented criticism exploits this rhetorical tactic again and again. A still more basic strategy is to cite direct references to the reader in the work being discussed (seelser, IR, pp. 29, 38). Such a text-based procedure not only justifies the reader-centered focus but also becomes a part of the description 01 the reading experience. The next series of moves are really only refinements of this basic strategy. All of these moves either place the reader in the text in some way or demonstrate correspondences be- tween elements in the text and the reader's experience. The firsl rheloricel move In Ihls group is 10 show Ihal the reader's response is a topic of the story. Booth demonstrates, for example, Ihal the "lIIogical coherence-coherent madness" ex- perienced by the audience of Hamlet is "a regular topic of various characters" in the play (VH, p. 172). And in Shake- speare's sonnets, he argues, Ihe author "evokes in his read", something very like the condition he lalks about" (ESS, p. 59). This stretegy of demonstrating response as topic sometimes expands inlo a claim that the subject of the text is the reader. For Booth, Hamlet becomes "Ihetragedy of an audience that cannot make up its mind" (VH, p. 152). For Fish, Paradise Lost has RS its center of reference "its reader who Is also its subject" (55, p. 1). The potential self-renexiveness of this slrategy is apparent in :U'IRogor R. Ea!'son. "William Blake and His Realier In /p,rwmlp.m," in nlnkc's Sublime AllflgOry. ed. Stuart Curran and Joseph A. Willrelc h. Jr. (MAdison, Wis .. 1973), p. 309. ,: " . , The Institutional Rhetoric of Literary Crilici!\m 45 Easson' s essay: Blake's Jerusalem "is a poem about itself, aboul the relationship between the author and his reader . .. . Jerusa- lem may ba rAad 08 a poem about the experience 01 reading Jerusalem" (p, 309), I"slAmi 01 plllti,,!! thA mncinr in IhA ponm, slory, or plAY, n relaled critical move demonstrates how seltings ond events 01- rendy in thA text cnrrAspond In the rondAr's AxpAriAnce of th.t text. "Jp.rusn/em mirrors the stnte of the reader," clRims Easson (p. 314). Mure spcdfically, l'ish shuws huw In Purndi"? L " ~ t Michael ' s teoching of Adnm in Book XI rr.sAmhlAs Mlltnn 8 teaching of the reader throughout the poem (55, p. 22); and in his discussion of Herbert's poetry, Fish argues that "what Is happening io the poem"-the "actions" of the speaker-corre- sponds to "what is happening in (aod to) Ihe reader" (SA, p. 165). Booth also exemplifies this recurrent strategy when he writes, "As the king is threatened in scene one, so is the au- dience's understan-iiog threatened by scene one" (VH, p. 147). A refinement 01 this last move is to point out a specific model io the text for the entire reading experience. Here a section of the reader's response is taken as a type of the whole. In discussing Vanity Fair, Iser finds "an allegory 01 the reader's task at one point io the no\lel"-a brief scene that "conlRlns a change of standpoiots typical of the way in which the reader's observa- tions are conditioned throughout this novel" (JR, pp. 11 0-11) . In Hamlet 's "little poem on perception and truth," Booth dis- covers "a model of the experience of the whole play" (VH, p. 173). And in my analysis of Melville's novel I cite the strategy of one reRder-response critic who calls Ishmael's attempt to interpret the Spouter-Inn painting "a useful model ... for the would-be interpreter of Moby-Dick" (see n. 30) . Ultimately, the set of tactics placing readers and reading experiences In texts presupposes a rhetorical authority given to texts by Intriosic criticism, the domioant perspective that reader-response ap- proaches supposedly challenge. Indeed, the thematizing of one's critical Rssumptions, the discovery of, say, deconstructlve or psychoanalytic premises In the literary work interpreted, remains a powerlul argumentative move in even the most avant- garde, "postlormalist" critical methods, a fact that testifip.s not only to the rheloricallegacy of intrinsic Rpproaches but also to the disciplinary assumption that criticism remains at the ser- vice 01 the authoritative literary lext. The next group 01 rhetorical tactics I will describe locuses on 46 Rhetoric and Interpretation the reader's relationship to the narrator And charActers. The simplest of this group Is the strategy (traditional In discussions of satire) that points out implicit references to the reader's life outside his or her present reading experience. Robert Uphaus's chapter on Gulliver's Travels illustrates this move whr.n it em- phasizes that the "transference from manifest flction to the reader's (life] experience ... Is, perhaps dismayingly, insisted upon" (p. 18). Another move for the reader-response critic is to note how the narrator explicitly comments on the reading ac- tivities that the critic has posited. Iser, for Instance, points out where Fielding, In Joseph Andrews, "makes various observa- tions about the reader's role as producer"; for Iser, this Is a reference to the reader's filling of gaps, his Imaginative pAr- ticipation (lA, p. 39). A refinement of this critical strategy Ap- plies a character's comment to resdlng responses; for example, Booth writes that Horatio's statement "describes the mental condition evoked in an audience by this particular dramatic presentation of events as well ss It does that evoked in the character by the events of the fiction" (VH, p. 142). A commonplace of much traditional criticism is the Identi- fication of reader with characters, and, not surprisingly, reader- response critics use this device. (See Booth, VH, p. 150, and Iser, lA, p. 117.) More Interesting, however, are the variations per- formed on this reader-character axis. Distinctions must be made, for example, among critics' (1) having readers identify their life experiences with a character's, (2) having readers be- come self-consciously aware of resemblances between their reoding experiences and characters' actions, and (3) simply de- claring that a character's act mirrors the reader's activities dur- ing the reading process with no reeder swareness of th.t resem- blance. Fish uses the second strategy when he argues that "a large part of the poem's meaning is communicated" to readers through their awareness that Adsm'. experience In the poem "parallels" the reader's experience reeding the poem (SS, p. 29). Here the resemblance between character actions and reader ec- tivitles Is mede a part of the reading experience. The third move mentioned above makes no such claim for reader awareness; the critic simply demonstrates a correspondence between a charec- ter's acts and the reader's response, as in Berger's description of Pride and Prejudice: "Instead of guiding us to accurate judge- ments of Darcy and Wickham, Austen creates on experience : , I , ; 1 I" , ' I , The Institutlooai Rhetoric of Literary Criticism 47 enalogaus to Eli7.abeth's In Its bewildering complexity and sus- ceptibility to distortion" (p. 539). This Is the some tactic Fish uses In his discussion of Herbert's poetry where the speaker and reader are associated in similsr disorienting and educational AxpArifmr.p.s: .. '1\ Tru" Hymnn' pror.p.flrls in nnrl . . . Its stages represent in the reDder's UJldcrstUIUJing us woll 08 plotnous ill the spiritual histnry 01 the spookAr" (SA, p. 200), Stili nnother rh"torical .trAteRY involvinR the reAder-chArac- ter relotiun dclodw9 tho two "odurs" rroll1 mH:h otllf!r: "In tho Phnedrlls. therr. orA two plots; SocrAtAs Ami PhAmlrns ArA busily building a picture of the Ideal orator while the reader Is extract- ing, lrom the some words and phrases, a radical criticism of the Ideal" (SA, p. 13). In this move Fish does not identily reader with character but contrasts the two. In a variation on this strAtegy, iser shows that Vanity Fair "denies the reader a bASic local point of orientation. He is prevented lrom sympathizing with the hero" (fR, p. 107). Detachment from characters is a prerequisite for judging them, even when that judgment is a result 01 prior identification or resemblAnce; lor example, Fish describes a version of the Herbertian "double motion" in which "the speaker and the reader part company and the latter be- comes a critic and corrector of the former's wards and thoughts" (SA, p. 178). Having the reader judge the characters is often, even in tradi- tional criticism, only a step on the way to having readers judge themselves. But in reader-response criticism. describing such sell-evalUAtion becomes a central concern, and this concern manifests itsell in a variety of rhetorical moves. In one the critic shows how readers are pressured to judge their own Actions and attitudes performed outside the reading of the text. Uphaus, for instance, argues that in Gulliver's Travels the reader's attention Is called not simply to some of "the arbitrary niceties that are the domain of royalty" but to some of "the dubious distinctions ... that the reader may unconsciously accept or consciously sus- tAin" (p. 17). Here readers judge the characters in the text and themselves in their everyday lives. A related strategy describes readers correcting themselves but not the characters. This move abandons the reader-character axis, and its dnpiction here initiates the final series of critical strategies I will discuss. In this move, readers become judges of Iheir own reading responses. As Fish puts it for Poradise Lost, 48 Rhetoric and Interpretation the reeder is "simulteneously a participant in the nctlon nnd a critic of his own performance" (55, p. xiII). The object of judl!- ment here is not the reader's everyday life but his ection. per- formed during the reading of the text causing those action . Thus Iser shows how the euthor of Joseph Andrew . encourAges a feeling of superiority in such a way thetthe reader eventuelly becomes embarrassed ("trapped") by the feeling (lA, p. 44). lser does not pinpoint the moment of entrapment: rather he that at some unspecified time following the initiol feeling of superiority, the reader becomes embarrassed by it. In contrast, Fish ond Booth repeatedly describe precise moments when reader. turn on themselves because of a specific textual event or statement. Before describing these more precise specifications of rever- sal,i need to explain the rhetorical tactic on which they depend: the description of reader expectations and their disappoint- ment. Howard Anderson provides one of many examples thetl couid cite: "Sterne repeatedly manipulates us by deliberately disappointing expectations of narrative form which we have developed through our prior reading."" Shattered expectations result in disappointment. disorientation, confusion: these ef- fects recur again and again throughout applied reader-response criticism. Disappointed expectations especially proliferate in the reading experiences Fish describes In Surprised by Sin. His description of the Guilty Reader is typical : Beginning with as- sumptions about epic tradition and Christian myth,the reader is startled to discover what seem. to be an admirable Satan. The speciousness of the devil's argument becomes apparent to the reader only after Milton's epic voice Intervene . Then the render admonishes himself for "the weekness all men evince in the face of eloquence" (pp. 4- 9). This example not only illustrates how Fish uses unfulfilled expectations in his analyses: it also shows how he pinpoints the moment when readers become their own critics. In reader-response criticism a reader's disappointed expecta- tions are never viewed as ends in themselves: rather, such dis- orientation always becomes an authorial means for a more sig- nificant end, such as the moral trial of the reader. In reader- response analyses we find many statements describing this au- "Howard Anderson. "Tristram Shandy and Ihe Reader's ImAgination," PMlA. 861Oclober 19711. 967. 'I . i I J il I I 'j :' " ! I i , I '1 : I " , I i I ! The Instllulion.1 Rhetoric 01 Literary Crilidsm 49 thorlal purpose: Mansfield Pork include. "a test of the reader'. moral perceptiveness" (Berger, p. 535): In Vanity Fair the reader "is con.tantly Invited to test and weigh the (moral( insights he has arrived at as a result of the profusion of situation! offered him" (lsor. rn. p. 11111: in PomdisPo I,,,.t Milton Pllts rPomlers on Irial by "Olling lu our ilidillUtiOIlS !llId tI ":" , (:0".: fronting us immediately with the evidence nf our fnllthlltty (Fish , 55. p. 41\ . The last statement in this SAmplinR the specific usc 10 which rmHltJr-rcspowitl t:rltlc::-t puiliul rlllldm H disorientAtion: the text contradicts readers' expeclAlions as it corrects their actions. Trial thus becomes entrapment. For in- stAnce, after being encouraged to judge every word and act of the devils in Hell,lhe reader of Paradise Lost conlinues this associa- tional and judgmental practice in a totally different and in- appropriate situation- unfallen man in Edenic Paradise. The reader is thus "forced to admit again and again that the evil he sees under everyone's bed is his own" (Fish, 55, p. 102). SeU- criticism is the result. then, of misplaced assumptions, shat- tered expectations, trial by error, and correction from the text. According to reader-respunse critics, even self-evaluation is not the final resting place intended for the reader. The iast rhetoriCAl move I want to discus. is the critic's demonstration that self-judgment is simply an authorial means for educating the reader. This brings me to a final pair of strategies used in reader-response criticism- the descriptions of two different but related processes: leArning by reading and learning to read. Both assume that the reader le.rns as an active participant rather than as a passive observer. The reader's education is therefore- to use Milton's words-"not so much a teaching, as an intan- gling."'. That is, the reader becomes involved "in his own edificalion" (Fish, 5S, p. 49). In the experiences Iser portrays, the disappointment of expectations pushes the reader toward discovery, and the entanglement of readers in moral conflicts forces them to formulate solutions of their own (lR, pp. 35-45). What lser describes here are the le8sons of the text - learning by reading- rather than a lesson on reading that text. . Describing this latter process- learning to read the texl - Is the paradigmati c move of reader-response criticism. It is one I make use of in my analysis of Moby-Dick in order to resolve an .'I'IComplclr. Worho/ ,ohn Millon. vol . Z, ed. Ernest Sirluck (New Haven, Conn .. 1959). p. 642 , quolp.d in Fish. 55. p. 21. 50 Rhetoric and Interpretation interpretive crux: Ishmael "disappears" because he has served his purpose of teaching readers to read his book. This crilical move Is Ingeniously duplicated throughout reader-response criticiam. laer daacrlbeatha llseaysln Tom TOMI as "guidelines" lor showing the reader "how he Is to view the procl!8dlng." (lR, p. 47). Discussing Homlet, Booth notes that "after the fact, the play orten tells us how we should have reacted" (VH, p. 160). Anderson argues that "Sterne uses the example of false judg- ments of minor characters to guide the reader's judgment of his major character in the future" (p. 970). And again Iser: "The potential experiences of the first two monologues lin The Sound and the Fury) serve to sharpen the reader's crilical eye, creating a new background against which he will judge Jason's clear-cut actions"(IR, p. 149),ln all these examples, critics describe how earlier passages in a text prepare the reader to judge, to interpret, to read later passages. Descriptions of this cumulative training are made possible by all the groups of rhetorical moves I have discussed: accounts of temporal reading responses, refinements of seeing the reader in the text, variations on reader-character analyses, and versions of having readers judge themselves. Fish uses all of these critical strategies In his analysis of reading Porodlse Lost. In one place he demonstrates that the result of corrections by the epic voice "is the adoption of a new way of reading." Token in by Satanic rhetoric, the reader "proceeds determined not to be caught out again; but Invariably he is"(SS, p. 14). Here the reader learns to read so that he can be shown how difficult II is to read the text (and the world) correctly. In this case, learning to read ulti- mately becomes learning by reading. The critical moves I have discussed are the most common rhetorical strategies used in applied reader-response criticism. It was necessary to go on at such descriptive length with so many specific examples in order to demonstrate the fine detail of the rhetorical activity involved in any critical project. ACA- demic criticism, like other Interpretive practices, is rhetorical through and through, from the macro-structures of the instilu- tionalized discipline, discussed in this chapter's first section, to the micro-practices of critical readings, analyzed in the last. These micro-practices are not merely techniques employed by critics to describe on objective text and a preexistent re- ,', i 'r I I'",
>,,' t ,:,1 The InstttulionBI Rhetoric of Literary Criticism 51 sponse. Nor are they manifestations of interpretive that simply create that text and its effects out of nothing. NeIther metacrllical account of the Interpretive strategies adequately explains the rhetoriCAl function of reader-response criticism or nny nthor nllprum:h (lind whon IIIl1ch nr.r.ol1uh, hermeneutic theory they always tend toward realtst or Idealist foundational ism). II would be more rholnrit:nlly m:t:urnlo 10 Rny thnt rnnrlr.T-rm;pnnsp. r.. =Iir.i!=;m. whPon !11lIr:r.f!ssfnl. r.nnvinr.ns readers to focus on a reading experience in which lext and efled come inlo view simultaneously. Like All r.ritir.nl npproncho., reader-response criticism is a set of rhetorical slrategies Ihat aims to persuade readers to toke on its interpretive point of view for a given literary work. . Moreover, s\lch interpretations (presenled as neutral descrtp- tions) nol only funclion as appeals for specific readings; they also serve as an argumenl for Ihe whole reader-response enter- prise. To relurn 10 just "ne illuslration from Ihe previous discus- sion: reader-response critics often inlerpret Ihe subject of a lexl 10 be the reRder. This rhetorical slralegy works by describing Ihe reader's relation to the lexl(he or she is Ihe subject of II), and this description simultaneously provides the evidence that legiti- mizes the reader-centered focus of which it is part. That is, the description of the reader as sublect of Ihe lext is at the same time a justificalion for focusing on Ihe reader. Here an inlerpretation generates evidence that is laken as validation of Ihe attempt at making Ihal interpretalion in the firsl place. Such a tion of its assumptions in 8 literary work serves 8S 8 strategic argument for the self-declared priority of reader-re.sponse cism within the institutional competition among dIfferent crtlt- calapproaches, lhose already established and Ihose newly emer- gent. Indeed, every ael of criticism would persuade us to adopl its cOllvenlions as opposed 10 some olhers and 10 "write" the lext il "describes." If we Are convinced by on inlerpretalion, it is finally the critic who teaches us to read. Throughout the seventies, reader-response criticism partici- pated in this rhetorical aelivity wilhin academic literary studies while remaining rather unresponsive to much of the cultural conversation in American society at large. Unlike Marxist and feminist discourses, reader criticism tended to ignore the ideo- logicnl debates of a wider cultural politics extending beyonrl Ihe academy. and insofar as most reader-response approaches 52 Rhetoric and Interpretation avoided the issues of race. class. and gender. for exnmple. they supported conservative voices that attampted to cordon off the university In general and IItersry criticism In particular from directly engaging In any kind 01 radical politics. In similar ways. oil academic Illerary crlllcism neces.arily Involve. pnrtlr.lpo- tion-by omission or commission. as II were-In two Interre- lated sectors of rhetorical politics: that of the professionol dis- courses within the Instllutlonalt7.ed dlsclplinp. Rnr! thRt of the broader domain of cultural politics reaching "eyond the univer- sity. There are still other political domains. Interlocking and over- lapping with these first two. in which the rhetoric of critical discourse engages quite aclively. At perhaps the most general social level. literary c.iticism participates in the rhp.torical con- struction of everyday common sense.' For example. especially in its early theorizing. reader-response criticism ollen assumed a commonsense distinction between the individual reader and the independent text. a distinction that required a theory regu- lating their interaction. The belief In the importance of the individual whose activities must nevertheless be carefully con- strained Is a basic component of American common sense.' O nSee. e.g., Clifford Goertz. "Common Senstl as. Cultural System, " In Local Knowledge: Further In Interprellve AnlhropoJ08Y (New York. 19ft3), p. 76; Shirley Brice ' -Ieath. Way. with Words: Languoge. tife. nnd Worle in Communilil!5 and Clolisrooms (Cembrldse. 1983)j Chalm PerelmAn find Lucie Olbrechls-Tyteca, The New Rhetoric: A Treatise on Argumentation. tnm!! . John WllkimlOn end Purcell Weaver (NoIre Oeme, Ind., 1969). pp. 510- 14: "arold GArfinkel, Studies In Elhnomethodol08Y (Englewood ClUb, N.J .. 19fi71. e!'>p. chapS'. 2,3, 8; and CherleS' Taylor, "Interpretation and the ScienceS' of Man." In hiS' PhiloS'ophy and the Human ScienceS' : PhHo.ophJcai Papers. 2 ICllmbrldRfl . 1985), pp. 15- 57. The Inler.lectionl of (heS'e lexl! S'hould be compAred to the more explicitly political projects In Ideology Crlilque and Crilical Lefts I Sludic!J. See. e8 . JOrgen I-Iabermes. "Technology and Science lIS 'Ideology.''' in hili Toward 0 RoHonal Society: Studenl Pmtesl, Scifmce. and PoliticS'. IranS' . Jer- emy J. Shapiro (80ston, 1970). pp. 81-122; Mark Kelman. A Guide 10 Critical Legal Siudies (Cambridge, Me5l., 1987): and Sandra Harding. The Science Quell; tlon in feminism (lthac., N.Y .. 19861. pp. 111- 35. 405ee Roberto Mansabelra Unger, knowledge and Politics (New York. 1975). pp. 63- 103: Robert N. Deliah. Richard Madsen, William M. Sullivan. Ann Swidler. and Sleven M. Tipton. Hobilsoflhe Heart : Individualism and Commil- ment in American Life (New York. 1985): Fredric ,ameson. "On Ifobits of the IIp-arl.'' South Atlantic Quarterly. 86 (F8111987J. 545- 65: and MArk Red. White. and 8lue: A CrHical Ano'ysj, of Constilutional Law (Cambridge. Mass . 1988). I. ' ',' The Institutional Rhetoric of Literary Criticism 53 When forms of reader criticism depended on and reinforced this common sense and it. Ideologlc.1 rhetoric of democratic indi- vidUAlism. Ruch criticism was necesl8rily enmeshed In a rhetor- Ical politics extending outside the ecademy. Thusth .. rhetoric of nny crltlr.nl !l15"0",,0 conn !lo wnrk In mllltiple !lom.ln. of poli- tics simullaneously. "ut the degree of its positive Involvement Is always relalive to the historical domain being anaIY7.od.